Visiting Randolph-Macon
Students, parents, alumni, and friends are cordially
invited to visit Randolph-Macon College. Administrative
offices, including the admissions office, are open weekdays
from 8:30 a.m. to 5 p.m. September through May, and from
8:30 to 4 p.m. June through August. In addition, the admissions office is open most Saturdays until noon from October
through April. Interviews and tours of the campus may be
scheduled in advance by appointment. For prompt attention,
please address inquiries for information to the following
offices:
General Policies
(804) 752-7211
Robert R. Lindgren
President
Academic Affairs
(804) 752-7268
William W. Johnston
Provost and Vice President
for Academic Affairs
Admissions
(804) 752-7305
or 800-888-1RMC
Steven W. Nape
Dean of Admissions
and Financial Aid
Records & Transcripts
(804) 752-7227
Alana R. Davis
Registrar
Athletic Department
(804) 752-3609
Student Affairs, Housing
(804) 752-7266
Denis Kanach
Athletic Director
Counseling and Career Planning
(804) 752-7270
Disability Support Services
(804) 752-7343
Financial Assistance
(804) 752-7259
Financial Affairs, Payment
(804) 752-7264
College Advancement
(804) 752-7218
Alumni Affairs
(804) 752-7221
Marketing/Communications
(804) 752-7317
Grant L. Azdell
Dean of Student
D. Craig Anderson
Director of Counseling
and Career Planning
Jack Trammell
Director of
Disability Support Services
Mary Y. Neal
Director of Financial Aid
John A. Ahladas
Treasurer
Diane M. Lowder
Vice President
for College Advancement
Susan H. Donavant
Executive Director of College
Advancement for Alumni
Anne Marie Lauranzon
Director of Marketing
and Communications
Randolph-Macon College
P. O. Box 5005
Ashland, Virginia 23005-5505
www.rmc.edu
For offices not listed above,
call (804) 752-7200
College Calendar 2009-2010
For Your Information
Randolph-Macon College values the complexity and
diversity of the world in which we live and seeks to be a
community that recognizes the dignity and inherent worth
of every person. The college is committed to the principles
of fairness and respect for all and believes that a policy
embodying these principles creates a community that favors
the free and open exchange of ideas and provides its students, faculty, and staff with a place for study, work, and fellowship that is free of discrimination.
The promise of higher education is to engage students
in a community that values diversity of ideas, viewpoints,
experiences, cultures and peoples. Such a community fosters interaction and dialogue through its stated curricular
goals to “encourage openness and flexibility of mind” and
“increase open-mindedness and respect for diverse cultures,
persons, and ideas.” Through admissions, employment, academics, programming and services, Randolph-Macon
College is committed to encouraging diversity within its
student body, faculty, and staff, and to raising overall awareness of and respect for the expression of difference.
In compliance with Title IX of the Education Act
Amendments of 1972, Section 504 of the Rehabilitation Act
of 1973, the Americans with Disabilities Act, and other federal, state, and local equal opportunity laws, RandolphMacon College does not discriminate on the basis of race,
gender, disability, age, national origin, religion, or sexual
orientation, in any phase of its admissions, financial aid,
educational, athletic, or other programs or activities, or in
any phase of its employment practices. The Provost of the
college is the individual designated by the college to coordinate its efforts to comply with equal opportunity regulations and laws. Questions or concerns regarding equal
opportunity matters should be directed to the Office of the
Provost, Randolph-Macon College, Peele Hall, P.O. Box
5005, Ashland, Va., 23005-5505, (804)752-7268, or to the
Assistant Secretary for Civil Rights, U.S. Department of
Education, Washington, D.C. 20202.
*******
Randolph-Macon College is accredited by the
Commission on Colleges of the Southern Association of
Colleges and Schools to award the bachelor of arts and
bachelor of science degrees. Contact the Commission on
Colleges at 1866 Southern Lane, Decatur, Georgia 300334097 or call 404-679-4500 for questions about the accreditation of Randolph-Macon College.
FALL TERM 2009
August
31
September
7
September
11
September
tba
October
9
October
9
October
14
October
tba
October
20
October
21
November
3
November
November
November
December
December
December
December
18
24
30
4
7
11
14
Monday
Monday
Friday
Fri-Sun
Friday
Friday
Wednesday
Saturday
Tuesday
Wednesday
Tuesday
Wednesday
Tuesday
Monday
Friday
Monday
Friday
Monday
JANUARY TERM 2010
January
4
Monday
January
6
Wednesday
January
January
January
January
February
11
15
22
29
1
SPRING TERM 2010
February
8
February
15
February
19
March
1
March
19
March
19
March
29
April
2
April
16
April
May
May
May
May
May
May
May
22
13
14
17
21
24
28
29
Monday
Friday
Friday
Friday
Monday
Monday
Monday
Friday
Monday
Friday
Friday
Monday
Friday
Friday
Thursday
Thursday
Friday
Monday
Friday
Monday
Friday
Saturday
First day of classes
Last day to add/enroll in classes
Last day to drop a course without notation on transcript
Family Weekend
Reports of Unsatisfactory Progress due
Fall Break begins after classes & labs
Classes Resume
Homecoming
Last day to withdraw from a course with grade of W
Pre-registration for Spring Term begins
Last day to withdraw from College without all Fs
End of 9th week of classes
Application for Degree (Seniors) Due
Thanksgiving Recess begins after classes & labs end
Classes resume
Last day of classes
Examinations begin
Examinations end
Fall Term Grades Due
Registration and Classes begin
Last day to add/enroll in classes AND
to drop a course without notation on transcript
Fall Incomplete Grades Due
Last day to withdraw from a course with grade of W
Last day to withdraw from College without all Fs
End of 3rd week of classes
January Term Examinations
January Term Grades Due
First day of classes
Last day to add/enroll in classes
Last day to drop a course without notation on transcript
January Incomplete Grades Due
Reports of Unsatisfactory Progress due
Spring Recess begins after classes & labs
Classes resume
Last day to withdraw from a course with grade of W
Last day to withdraw from College without all Fs
End of 9th week of classes
Pre-registration for fall and January Terms begins
Last day of classes
Research Day & Honors Convocation
Examinations begin
Examinations end
Spring Term Grades Due
Baccalaureate
Commencement
3/4/08 - Recommended by the Executive Committee
3/12/08 - Approved by Faculty of the College
Table of Contents
An Overview of the College:
Visiting Randolph-Macon ....................................................... Inside front cover
Mission and History ............................................................................................ 3
Campus Map ........................................................................................................ 4
Campus Highlights .............................................................................................. 6
Academic Program .................................................................................................... 7
Academic Regulations ............................................................................................ 13
Special Programs ..................................................................................................... 20
Majors and Minors ................................................................................................... 25
Course Descriptions ............................................................................................... 26
Campus Life ........................................................................................................... 145
Admission to the College ...................................................................................... 152
Fees and Financial Aid .......................................................................................... 156
Directory ................................................................................................................. 162
2009-2010 Academic Calendar ..................................................... Inside back cover
The provisions of this catalog are not to be regarded as an irrevocable contract between Randolph-Macon College
and the student. The college reserves the right to change any provision or requirement at any time.
2
Randolph-Macon College Mission Statement
Randolph-Macon is an undergraduate, coeducational college of the liberal arts. The purpose of a
Randolph-Macon education is to develop the mind and
the character of its students. They are challenged to
communicate effectively, to think analytically and critically, to experience and appreciate the creative process,
to develop qualities of leadership, and to synthesize
what they know with who they are.
At Randolph-Macon College, the liberal arts constitute a comprehensive educational opportunity. The
curriculum includes exposure both to broad perspectives
and specific concepts. Students explore the natural and
social sciences, the arts, and the humanities, while they
also achieve a deeper understanding of the single discipline in which they major. They are guided in this
endeavor by a faculty of teacher-scholars who are dedicated to the liberal arts and active in their professional
disciplines and in the extra-curricular life of the campus.
At Randolph-Macon the maturation and testing of
the skills, values, and character required for a lifetime of
challenges extend beyond the classroom. Students are
encouraged to meet with faculty both socially and intellectually, and they have the opportunity to participate in
a variety of extra-curricular activities. Interaction within
the college community is assured by a residential environment and an enrollment of approximately 1,100.
Located in Ashland, Virginia, Randolph-Macon College
offers a curriculum and a cultural life enriched by the
close proximity of metropolitan Richmond and
Washington, D.C.
A Randolph-Macon education conveys a sense of
life defined by historical continuity and ethical responsibility. Founded by Methodists in 1830, RandolphMacon is an independent college that maintains a relationship with the United Methodist Church. Through
this living tie, the college draws strength from a religious tradition that nurtures creative social change and
personal accountability.
Randolph-Macon believes that a liberal arts education challenges the intellect, imagination, and character.
Graduates of the college have the capacity to realize
their potential as professionals, leaders, and lifelong
learners. The comprehensive nature of a liberal arts education at Randolph-Macon College prepares students to
respond to changing career opportunities and to meet
life’s challenges with confidence, enthusiasm, and ethical awareness.
History and Impact of the College
By the 1820s the Virginia Conference of the Methodist Church recognized the need to educate its clergy both for
their required examinations and to communicate with more learned, urban congregations. In 1830 the Virginia legislature approved a charter for Randolph-Macon College to be located in Boydton, Virginia, near the border of North
Carolina. The college, named for John Randolph, a Virginia statesman, and Nathaniel Macon, a North Carolina statesman, moved to Ashland after the Civil War destroyed railroad transportation to Boydton. The move challenged the college's spirit and stimulated new growth. The students themselves raised most of the funds to construct the first major
building on the new campus, Washington and Franklin Hall, now a national historic landmark, which was renovated in
1987. Randolph-Macon became the founding institution of what became a Randolph-Macon “system,” including three
preparatory schools and Randolph College (formerly Randolph-Macon Women’s College.) The two colleges and one
remaining preparatory school are now separate, independent institutions.
Today Randolph-Macon is a coeducational college which attracts and educates outstanding students of all faiths.
The campus has grown to more than 60 major buildings (three of which are on the National Register of Historic Places)
on 115 acres. With an extensive liberal arts core curriculum and 29 majors, the academic program exposes students to
broad perspectives and specific concepts. Internships, an extensive study abroad program, independent study, undergraduate research opportunities, an honors program, and interdisciplinary majors insure that each student's education is
rigorous, individualized, and varied. Students are guided by a faculty of teacher-scholars who are dedicated to the liberal arts and active in their professional disciplines and in the extra-curricular life of the college.
Randolph-Macon, which has had a chapter of Phi Beta Kappa for 75 years, is classified by the Carnegie Foundation
as a Baccalaureate I, national liberal arts college. The first college in the country to require laboratory work in connection with science courses, Randolph-Macon is the founding institution of Chi Beta Phi, the national science honorary.
At Randolph-Macon the maturation and testing of the skills, values, and character required for a lifetime of challenges extend beyond the classroom to a wide variety of extra-curricular activities. Interaction within the college community is assured by a residential environment and an enrollment of approximately 1,100 students. With an ideal location, Randolph-Macon College offers an academic and cultural life enriched by the close proximity of metropolitan
Richmond and Washington, D. C.
Graduates of Randolph-Macon can be found in leadership positions across the United States and throughout the
world. Typically, 30 percent of Randolph-Macon graduates go immediately to graduate or professional school; 60 percent do so within five years. Randolph-Macon alumni have attained successful careers in such areas as politics, medicine, law, business, public service, religion, and the arts.
3
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Welcome Center and Main Entrance
(Marketing & Communications Office)
Physical Plant Complex
Special Interest Housing
Lambda Chi Alpha House
Phi Delta Theta House
Sigma Alpha Epsilon House
Theta Chi House
Phi Mu House
St. Ann’s Building
Kappa Alpha Theta House
Special Interest Housing
Ragland-Henry House
Duncan Memorial United Methodist Church
Brock Residence Hall & Birdsong Peaks of
Excellence Center (Thomas Branch Building)
Washington and Franklin Hall
Old Chapel
Jordan Wheat Lambert Historic Campus
Peele Hall (Administration Building)
Moreland Residence Hall
Pace-Armistead Hall
Mary Branch Residence Hall
Conrad Residence Hall
110 Henry Clay Road
Rhodeen House (Development/Alumni)
Blackwell House (Treasurer’s Office)
Kappa Alpha House
The Brock Center
Crenshaw and Alumni gyms
Athletic Annex
Estes Dining Hall
Frank E. Brown Campus Center
Blackwell Auditorium & Cobb Theatre
Mabry House
Campus Safety
President’s House
Copley Science Center
5
Keeble Observatory
Haley Hall
Fox Hall
McGraw-Page Library
Macon House (Guest House)
Delta Zeta House
Pannill House (Financial Aid Office)
Neville House (Admissions)
Alpha Gamma Delta House
Birdsong Townhouse
Clements Townhouse
Starr Residence Hall
Cochrane Townhouse
Flippo Townhouse
Irby Residence Hall
Jones Residence Hall
Olin Residence Hall
Student Apartments
Student Apartments
Smith Residence Hall
Garland Residence Hall
Bennett Residence Hall
Blincoe Field (soccer)
Intramural/Practice Fields
Hugh Stephens Baseball Complex
Day Field (football)
Practice Field
Kappa Sigma House
Special Interest Housing
Special Interest Housing
Special Interest Housing
Bowen Tennis Courts
Special Interest Housing
Nunnally Field (field hockey/lacrosse)
Softball Field
Soccer/Lacrosse Field
206 N. Center Street
Ashland Visitors’ Center (train station)
Campus Highlights
The Randolph-Macon College campus is located in
Ashland, Virginia, a community of 6,000 just 15 miles
north of Richmond and about 90 miles south of
Washington, D.C. The 102-acre campus, amid a fine grove
of oaks and maples, has more than 60 buildings and major
facilities, including the following:
The R-MC Performing Arts Center houses
Blackwell Auditorium (1953) and the Cobb Theatre.
The Brock Center (1998) contains a field house with
three courts for intramurals, a one-tenth-mile running
track, a swimming pool, racquetball and squash courts, a
climbing wall, and weight and fitness rooms.
Cochrane, Clements, Flippo, and Birdsong (1994)
are townhouse apartments housing 64 upper class students.
Copley Science Center (1972) provides laboratory,
instructional, office, and research space for biology,
chemistry, physics, computer science, mathematics, and
psychology.
Crenshaw Gymnasium (1964), renovated in 2005, is
connected to the older Alumni Gym. Together, the two
structures provide facilities for basketball and physical
education with a seating capacity of more than 1,200.
Day Field is the site of the college’s football field and
the Hugh Stephens Baseball Field.
Estes Dining Hall (1981) provides meal service to all
resident students and separate dining facilities for special
events.
The Frank E. Brown Campus Center (1974) contains student lounge areas, Macon Coffee, the college
bookstore, the student post office, Koffman Gallery,
offices for student government and student publications,
and all-purpose rooms for socials and meetings.
Keeble Observatory (1964), the only observatory in
central Virginia, contains a 12-inch, reflecting telescope
for use by astronomy students.
Mary Branch Hall (1906), a three-story residence
hall, houses approximately 150 students.
McGraw-Page Library (1987) holds some 180,000
print volumes, music CDs, videos, DVDs, and microforms
and contains a computer classroom that allows student
access to the Internet, an audiovisual classroom and a multimedia production room.
Old Chapel (1878), renovated in 2000, provides
space for the college’s expanded music, drama, and art
history programs and is listed on the National Register of
Historic Places.
Pace-Armistead Hall (1876), listed on the National
Register of Historic Places and renovated in 1998, houses
the Flippo Gallery and classrooms and offices for the studio arts program.
Thomas Branch (1914), renovated in 2004, provides housing for juniors and seniors and is home to the
Birdsong Peaks of Excellence Center.
Washington and Franklin Hall (1872) is the oldest
building on campus. Completely renovated in 1987 and
listed on the National Register of Historic Places, the
building houses the history department.
6
Academic Program
The liberal arts curriculum at Randolph-Macon
College is intended to cultivate those qualities of mind
and character that contribute to lifelong learning. More
specifically, the three basic elements of the curriculum –
the collegiate requirements, the major, and electives –
are intended to realize the following goals:
Curriculum Goals
1.
2.
3.
4.
5.
A Randolph-Macon education should emphasize the
development of critical thinking skills. This must be
accomplished not only by transmitting established
knowledge and skills but by fostering in students the
habits of mind and character required to develop a
receptivity to new ideas; a disposition for applying
the most rigorous criticism to all ideas and institutions, old and new; the ability to test hypotheses and
reinterpret human experience; and a desire to engage
in a lifetime learning experience. These are essential
attributes if our graduates are to be adaptable to the
societal, environmental, and other changes they will
encounter in their lifetimes. The curriculum should
encourage in students those inner capacities that will
be most rewarding to them in public and private life
- imagination, openness and flexibility of mind, the
ability to analyze and express their philosophy, and a
sensitive insight into human nature.
The curriculum of the college must be designed to
develop effective skills of oral and written communication. This means that students should become
better listeners as well as better speakers, and better
readers as well as better writers. Students should
develop skills for writing clear, cohesive arguments,
and they should learn to read critically. Furthermore,
since the means of communication continue to
change, students should be prepared to embrace
emerging technology for effective communication.
Finally, the abilities to speak and write effectively
should be extended to at least one foreign language.
A Randolph-Macon education should increase openmindedness and respect for diverse cultures, persons, and ideas. This means more than understanding foreign cultures. Students should develop an
appreciation for differences among people, whether
these differences be racial, religious, economic, or
ethnic. The curriculum should encourage students to
overcome the narrowness of cultural provincialism.
Students should develop a sense of historical perspective. An educated man or woman should have
a sense of the purposes of civilization and a knowledge of its accomplishments. Furthermore, students
should understand the continuity of history and
develop an understanding of the interrelatedness of
knowledge from a broad, historical perspective.
This historical perspective should include a knowledge of the historical developments within the particular disciplines being studied.
The curriculum should provide avenues for creativity
6.
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7
and aesthetic awareness. The curriculum should allow
students to gain experience with the creative process
as it pertains to their chosen major fields. Intellectual
life is governed by more than simply critical thinking.
A good education within any discipline should
include an aspect of applied creativity. The artistic disciplines of painting and sculpture, music, literature,
and drama are avenues for creative expression.
Students should gain an awareness of these forms of
expression as a part of their educational experience.
The curriculum should provide students with a knowledge of the major principles of natural, physical, and
mathematical science, an appreciation of the powers and
limitations of science, and an understanding of current
issues in science and technology. The curriculum should
provide students with an understanding of the natural
forces and principles which determine the physical environment and how humans function in and influence
their environment. Graduates of the college should be
aware of technology, how it is used and how it influences society, and they should be capable of employing
technology appropriately. Since mathematics and computer science are basic to much of science and technology, and to other disciplines as well, the curriculum
should provide an adequate foundation in these areas.
The curriculum should enable Randolph-Macon
students to develop a philosophy of life which
seeks to serve the good of humanity through moral
and ethical awareness and responsibility. Graduates
of the college should be good citizens, with a
knowledge of the democratic process, a deep concern for other inhabitants of this earth, and a sense
of responsibility for their own actions. Since selfreflection is necessary in developing a philosophy,
the curriculum must awaken in students the desire
to perform this analysis.
The college’s curriculum should emphasize active
learning. The Randolph-Macon learning experience
should be an education through engagement. In
order to accomplish this goal, the curriculum must
inspire in students a desire to explore the unknown;
it must stimulate curiosity. Active learning means
that students must drive the learning process in at
least some portion of their studies at the college.
Students should gain a deep understanding in a
major field. This depth is required to enable graduates to function in a world driven by information.
Majors should be of sufficient strength for bright students to gain graduate school admissions in the field
of their choice. Depth of instruction should also
enable those qualified and seeking professional
careers in medicine or law to gain admission to these
post-graduate opportunities. One aspect of depth of
study within a major is an experience which culminates the study. Each student should participate in
some activity which draws together principles from
various courses of study, examines a topic of special
Academic Program
Arts and Literature - All students must complete a
total of three approved courses, at least one of which must
be in the arts and at least one of which must be in literature. If a student chooses to fulfill the Area of Knowledge
requirement in Arts and Literature by completing one literature and two art courses, then at least one of the art
courses must be a 3-credit or 4-credit offering.
Social Sciences - All students must complete two
approved courses in the social sciences, both of which
cannot be in the same discipline.
Natural and Mathematical Sciences - All students must complete four approved courses from the
natural, mathematical, and computer sciences, at least
one of which must be in mathematics (excluding statistics) and at least two of which must have a laboratory
component. Among the courses with laboratory components at least one course must be in the natural sciences.
Foreign Language - All students are expected to
demonstrate proficiency in at least one foreign language.
Except in the case of those students who receive advanced
placement and credit,* students must satisfy this requirement by completing successfully a language through the
second-year level. The college offers instruction in
Chinese, French, German, Greek, Japanese, Latin, and
Spanish. Normally the collegiate requirement is fulfilled
by completing any of these languages through the 211-212
sequence or through a single accelerated course, 215.
Students normally enroll in a foreign language during their
first year, but in any case they should complete the requirement by the end of their second year. A student whose
native language is not English may satisfy this collegiate
requirement either by successfully completing a language
through the 211-212 or 215 level, or by receiving proficiency in a foreign language in consultation with the
Registrar’s Office.
Wellness - Each student must satisfactorily complete two courses in physical education at the 100 level.
These courses do not affect a student’s cumulative grade
point average (GPA); the courses are taken for 0 hours of
credit. A student physically or medically unable to participate in activity courses is encouraged to meet the physical education requirement by enrolling in PHED 104.
interest using skills and abilities drawn from several
courses, or invites comparisons and contrasts about
components of the major courses of instruction.
10. An educated person should possess more than discrete bits of information and a disjointed set of
skills. Thus, the concepts of synthesis and integration must be engendered within the educational program of the college. Students should be able to see
connections in knowledge and relationships among
various disciplines. As such, the curriculum of the
college should include multiple opportunities for
students to synthesize and integrate the information
they have learned and the skills they have mastered.
The Collegiate Requirements
The collegiate requirements are those courses all students must successfully complete in order to receive a
degree from Randolph-Macon College. Students who
entered the college prior to the fall 2005 term are governed
by the curriculum in effect when they entered. Students
who entered the college in the fall of 2005 or thereafter are
governed by the collegiate requirements outlined below.
FIRST-YEAR EXPERIENCE (FYE) – The threecourse First-Year Experience (FYE) is required of all
freshmen. The three courses comprising an FYE include
a two-course First-Year Colloquium and the First-Year
Seminar in Exposition and Argument (ENGL 185).
First-Year Colloquia (FYC)
First-Year Colloquia are two-semester, interdisciplinary
courses open only to freshmen and eligible transfer students.
First-Year Seminar in Exposition and Argument
The First-Year Seminar in Exposition and
Argument (ENGL 185) is a four credit-hour course that
provides an intensive introduction to all of the skills that
go into good writing: critical reading, framing arguments for different audiences, mechanics, style, and
research. The seminar is taken in conjunction with the
First-Year Colloquia, providing the opportunity for
shared readings, assignments, or related activities.
AREAS OF KNOWLEDGE (AOK) - All students must successfully complete the requisite number
of courses from each of the areas of knowledge.
Randolph-Macon is dedicated to the full development of
a student’s skills in written and oral communication.
Therefore, all courses that meet the Areas of Knowledge
requirements will be attentive to developing a student’s
competence in writing and/or speaking as appropriate to
the context of the course. Courses designated to satisfy
these
requirements
are
listed
at
h t t p : / / w w w. r m c . e d u / n e w - c o l l e g i a t e - c u r r i c u lum/AOKCarbyDept.aspx. An abbreviated list can be
found after the course descriptions of this catalog.
Civilizations - All students must successfully complete a total of four approved courses: two history (HIST
100 and HIST 101 or ARTH/CLAS 210 OR HIST 111 and
112), and two from religious studies and/or philosophy.
* Advanced placement and/or credit may be granted on the
basis of Advanced Placement Examinations administered
by the College Board or the International Baccalaureate
Program or by department examination at RandolphMacon. (See Advanced Placement in the Admission
Section.) Placement may also be granted on the basis of the
student’s score on the appropriate foreign language
achievement test given by the College Board. Upon special
application, a student may request advanced placement
and credit in a field not specifically covered here.
8
Academic Program
CROSS-AREA REQUIREMENTS (CAR) Randolph-Macon’s curricular goals make clear the college’s intent to provide students with an education that
encourages them to see the connections and relationships among the various academic disciplines; that
makes them more aware of technology; that helps them
to acquire a sympathetic understanding of foreign cultures and differences among people, whether racial, religious, economic or ethnic. Since none of these goals is
unique to a particular discipline or even to a single area
of knowledge, Randolph-Macon requires students to
take courses that are particularly attentive to realizing
these goals. Specifically, students must take:
• at least one course beyond the FYC that is specially
multidisciplinary
• at least one course that emphasizes problem-solving
or modeling with computer technology
• at least one course that is attentive to western culture
• at least one course that is attentive to non-western culture
• at least one course that is experiential, including a
field study, an internship, a research experience, student teaching, or a travel or study-abroad course
• at least one course that constitutes a capstone experience
• one course may satisfy no more than two CAR areas
Courses designated to satisfy these requirements are listed at
h t t p : / / w w w. r m c . e d u / n e w - c o l l e g i a t e - c u r r i c u lum/AOKCarbyDept.aspx. An abbreviated list can be
found after the course descriptions of this catalog.
WITHDRAWALS
FYE Policy on Failure, Withdrawal,
and Transfer.
FAILURES
TRANSFER STUDENTS
WITHDRAWAL FROM FYE
A student may not withdraw from any component of the
FYE except under extraordinary circumstances. In such
cases, the student must consult with and obtain approval
of the Provost of the college.
WITHDRAWAL FROM THE COLLEGE
1. If a student withdraws from the college during the
first semester of the FYE and is readmitted, the
student must take the next available full year's FYE,
unless that student is exempted under the policies
regarding transfer credits.
2. If a student withdraws from the college during the
second semester of the FYE and is readmitted,
• the student will have earned the AOK and CAR
credit in a non-interleaved course for successfully
completing a semester course. The student in an
interleaved course who is readmitted does NOT get
any AOK or CAR credit for the completed semester. Rather, the student receives 3 or 4 elective
credits only for the first semester passed.
• the student must take COMM 180.
• if the student did not pass the ENGL 185, (s)he
must take ENGL 180.
3. For both first- and second-semester withdrawals from
the college, if a student has earned transfer credits
between the time of withdrawal and the time of readmission, the student will fall under the policies for
transfer students and FYE.
All new freshmen beginning in the fall are required to
complete the FYE. The following students do not need
to complete the FYE:
• Any student who enrolls at R-MC during the
spring semester and earns at least 1 credit hour.
Such students may elect to enroll in the FYE during the next fall semester.
• Any transfer student who enrolls at R-MC with at
least 1 credit hour of post-secondary work (not
dual enrollment, AP, IB, CLEP, etc.). Such students may elect to enroll in the FYE.
• Any transfer student who enrolls at R-MC with
more than 47 semester hours of credit may not
enroll in the FYE.
Areas of Knowledge (AOK) and CAR Requirements
A student who fails the first semester of FYEC:
• Cannot take the second semester of FYC and
• Cannot take a second semester ENGL 185.
• A student in a non-interleaved course can earn AOK
and CAR credit for successfully completing a semester course. A student in an interleaved course who
fails either semester of FYEC does NOT get any AOK
or CAR credit for either semester. Rather, the student
receives 3 or 4 elective credits only for the first semester passed. If a student does not fulfill the AOK or
CAR Requirements through FYEC, the requirements
must be met by taking other AOK or CAR courses in
the curriculum.
Speaking Requirement
A student who fails either semester of the FYEC course
does NOT get speaking credit and MUST take COMM
180, the speaking platform course, at its next offering.
Writing Requirement
A student who either fails ENGL 185 or fails FYE without completing ENGL 185 MUST take ENGL 180, the
writing platform course, at its next offering.
Transfer students who do not take FYE must:
• submit a writing sample to determine whether
they must take the Writing Substitute/Platform
course (ENGL 180); and
• take COMM 180; they can place out of COMM
180 if they have had a speaking course that covers more than just public speaking approved in
transfer.
9
Academic Program
option must be offered in a curricular area other than the
one housing the student’s major; in the case of multiple
majors the selected option may come from the second
major (a) two additional laboratory courses in the natural, mathematical, and computer sciences (of the four laboratory science courses, two must be a two-term
sequence) or (b) two additional mathematics courses
above the 200 level or (c) two courses in computer science, at least one of which must be above the 111 level.
Requirements for Academic Major
All students must complete successfully the
requirements of a major program of study in order to
receive a degree from Randolph-Macon.
A major program consists of at least 30 semester
hours, satisfying the requirements of the department or
interdisciplinary council under whose direction the program is being pursued. In no case may a major require
more than 42 semester hours of course work. Students
should select their major fields by the end of the sophomore
year. A student must receive a grade of C- or higher and
attain a cumulative GPA of 2.00 or higher on all work
counting toward the major. Any transfer course counting on
a major is calculated in the major GPA. Students have the
option of completing additional majors. Not more than onehalf of the major courses of three or more semester hours
may also be used to satisfy the requirements of another
major, or may be brought in through transfer credit.
Degree Conferral
Randolph-Macon College holds one graduation
each year at the end of the spring semester. The college
also confers degrees during the first faculty meeting of
the fall term to accommodate those students who complete requirements by the end of summer. Only students
who have successfully completed all graduation requirements may take part in commencement ceremonies.
Requirements for Academic Minor
Students have the option of completing a minor program in addition to a major program. A minor shall consist
of no fewer than 15 semester hours and no more than 20
semester hours in one discipline or in an interdisciplinary
program. Courses taken to satisfy collegiate requirements
or requirements for major programs may be counted for
academic minors where appropriate. A student must
receive a grade of C- or higher and attain a cumulative GPA
of 2.00 or higher on all work counting on the minor. Any
transfer course counting on a minor is calculated in the
minor GPA. No major may require a minor program.
Not more than one-half of the minor courses of
three or more semester hours may also be used to satisfy the requirements of another minor, or may be brought
in through transfer credit.
Academic Year
Each academic year consists of three terms, two of
14 weeks divided by one of four weeks. As a supplement, there are one or more summer sessions.
Fall Term: The fall term commences about the first
week in September and concludes before the Christmas
recess. Thirteen weeks are devoted to classes, with one
week allowed for final examinations. Each student usually registers for four or five courses during this term.
January Term: This four-week term is held in January
each year. Enrollment in the January term is optional.
Students who enroll in the January term may enroll in no
more than seven semester hours of academic credit during
the January term and no less than three semester hours.
Spring Term: The spring term commences about
the first week in February and concludes in late May.
Thirteen weeks are devoted to classes, with one week
allowed for final examinations. Each student usually
registers for four or five courses during this term.
Summer Session: The college offers one or more
summer sessions in which Randolph-Macon students
may enroll. Students in good standing at other colleges
and universities may enroll; so may individuals who are
not enrolled at a college or university but possess a high
school diploma or its equivalent. Admission to a
Randolph-Macon College summer session does not
imply admission to the college. However, courses successfully completed during a summer session would be
applicable to a Randolph-Macon degree program should
a student subsequently be admitted to the college.
Randolph-Macon offers two undergraduate
degrees, the bachelor of arts and the bachelor of science.
Requirements for the Bachelor of Arts Degree –
The bachelor of arts degree shall be awarded to those
students who (1) complete successfully at least 110
semester hours and at least two courses in physical education at the 100 level, (2) complete a minimum of 34
courses, each of at least three semester hours credit, (3)
attain a cumulative GPA of 2.00 or higher on all work
undertaken at the college, (4) satisfy all collegiate
requirements, (5) satisfy all requirements for a major as
defined by the major department or council.
Requirements for the Bachelor of Science
Degree – To receive the bachelor of science degree, a
student must complete successfully all the requirements
for the bachelor of arts degree. In addition, the student
must complete successfully (1) MATH 132 or 142 and
(2) one of the following three options – the selected
Degrees Offered
Academic Advising and Counseling
The advising and counseling needs of students
often involve a combination of academic, personal, and
career concerns. All faculty and staff at the college share
10
Academic Program
to some extent in the endeavor of helping students to
address long-range decisions and immediate crises.
Recognizing that there is a variety of concerns, the college has a number of advising programs designed to deal
with particular areas.
Each student, on entering Randolph-Macon, is
assigned to a faculty member who is designated as the
student’s academic adviser. Students in the FYE are
advised by their fall semester FYC instructor. Transfer
students are assigned advisers, in their area of academic
interest when possible. These faculty members provide
counsel and assistance on general academic questions.
They are specifically concerned with students’ selection
of courses and their completion of degree requirements.
These advisers discuss with the students their courses of
study, prospective majors, and progress toward graduation. After completion of the FYE, a student wishing to
change his or her faculty adviser may do so by completing a change of adviser form which is available in the
registrar’s office. However, students in the First-Year
Experience are encouraged to remain with their FYE
adviser throughout the FYE. Students beginning pursuit
of major programs usually identify faculty advisers in
their major programs.
Academic advisers are also available for general
counseling, and they provide an experienced faculty
member whom students at Randolph-Macon College get
to know very early in their experience here. Many students establish positive and valuable relationships with
their advisers that are maintained throughout their college
careers and beyond. Often a conversation with a trusted
adviser can clarify many issues. Faculty advisers are also
notified regularly regarding the academic progress of
each of their advisees. Consultation with the faculty
adviser should precede any registration or course change.
Additional counseling services provided by the college are located in Campus Life and Career and
Counseling Services.
4.
5.
6.
7.
8.
9.
Academic Support Services
Through the Higgins Academic Center, RandolphMacon College demonstrates a commitment to academic excellence by providing academic support for all students.
1. Tutoring is free to all students and is available in
most subjects. It can be received on a drop-in or
appointment basis (via e-mail to the individual tutor).
Schedules and Higgins Center staff rosters are posted
around campus each semester and on the college Web
site. In addition, schedules are put in the campus
mailboxes of all faculty members and students.
2. Supervised Study Hall hours will be posted early in
the semester.
3. Mentoring is free of charge to all students and is
available upon request, through referral, and
through Macon Academic Progress (see #5).
11
Mentors conduct group workshops as well as work
with individual students throughout a semester or
year. Workshop topics may include time management, goal setting, note-taking, critical reading, test
preparation, and other study skills. During individual sessions, mentors may assist students with
social, emotional, or academic concerns. When
appropriate, mentors will refer students to other
campus resources.
Supplemental Instruction is provided for entrylevel math courses: outstanding math students on
the Higgins Center tutoring staff attend lectures in
finite math, math modeling, and statistics and provide out-of-class group review sessions and individual tutoring.
Macon Academic Progress (MAP) is an early
intervention program designed for first-year students and is administered by the Higgins Center in
conjunction with the Provost. Students are placed
in MAP following unsatisfactory grade reports in
the fall semester. They are required to meet with
academic peer mentors to fulfill the terms of a contract written to meet each student’s individual
needs. Students on probation and others in need of
structured academic support may be placed in MAP
by the Provost of the College at any time.
The Speaking Center supports the college’s effort
to improve student speaking and group work
through tutoring. The center also helps faculty to use
a range of communication activities tools to enhance
student learning through one-on-one consulting
between the faculty member and the center director.
The Writing Center supports the college’s efforts
to improve student writing and to use writing as a
tool to aid learning. The center offers students
tutoring as they work on writing assignments or on
specific writing problems.
The Office of Instructional Technology assists
students with various needs related to using computer and media technology in their academic work.
Support Services for Students with Disabilities.
An individual with a disability is defined as a person who has a physical or mental impairment that
substantially limits one or more life activities such
as walking, seeing, hearing, speaking, and learning, or has a record of such an impairment, or is
regarded as having such an impairment.
In compliance with federal law, Randolph-Macon
College is committed to offering an equal educational opportunity to all qualified students with disabilities. Students with disabilities often need special accommodations to be successful. The college
will provide reasonable accommodations to eligible students. To be eligible to receive accommodations, a student with disabilities must register with
the Office for Disability Support Services (DSS) in
the Higgins Center.
Academic Program
data, and to require further testing if deemed necessary
by the DSS office. The college does not provide diagnostic services; however, the college will provide referral information if possible.
Recommended tests for diagnosis of a learning disability are based on those adopted by AHEAD. (The college requires data from at least one test in each domain):
Domain 1: Aptitude
Wechsler Adult Intelligence Scale - Revised
(WAIS-R)
Woodcock-Johnson Psychoeducational Battery –
Revised: Tests of Cognitive Ability
Kaufman Adolescent and Adult Intelligence Test
Stanford-Binet Intelligence Scale (4th ed.)
Or other appropriate tests
Domain 2: Achievement
Scholastic Abilities Test for Adults (SATA)
Stanford Test of Academic Skills
Woodcock-Johnson Psychoeducational Battery –
Revised: Tests of Achievement
Wechsler Individual Achievement Test (WIAT)
Or other specific achievement tests
Domain 3: Information Processing
Detroit Tests of Learning Aptitude-3
(DTLA-3)
Detroit Tests of Learning Aptitude-Adult (DTLA-A)
Woodcock-Johnson Psychoeducational Battery –
Revised: Tests of Cognitive Ability
Or other relevant instruments
To register for disability services, the student must
fill out the registration form available from the DSS
office, attach diagnostic data (forms available at the DSS
office) from a qualified professional that specifically
states how the disability impacts the student and return
all paperwork to the DSS office. Entering students
should return all paperwork by June 1 prior to their first
semester. Paperwork received after June 1 may not
allow the college enough time to determine if the student
is eligible for accommodations, and to provide for
appropriate accommodations.
After a student is registered with the DSS office, a
personal consultation with the director of disability support services must take place at the beginning of every
semester to request specific academic accommodations.
The director will provide letters to be given to the appropriate faculty by the student outlining the approved
accommodations.
To be eligible for nonacademic accommodations
involving housing, physical facilities, health and other
services, the student must register with the DSS office
and provide appropriate diagnostic paperwork stating
the nature and extent of the disability, how the disability
affects the student outside the classroom, and the details
of the specific accommodations required.
The DSS office will review all documents and
decide upon the appropriate and reasonable accommodations. In some cases, the director will consult with the
Disability Services and Medical Advisory Board
(DSMAB), which is composed of professionals at the
college representing the counseling center, residence
life, physical plant, registrar's office, Provost's office,
and consulting physicians. In these cases, the Board will
notify the student in writing as to the decision. Appeals
of the decision will only be considered if there is new
and pertinent information. Other appeals are heard by
the Section 504 Compliance Officer, the Provost.
Documentation Requirements
1. For medical disabilities, a physician must fill
out a Medical Disability Verification form,
available from the DSS office.
2. For psychological disabilities (including
Attention Deficit Disorder), a qualified professional must fill out a Psychological
Disability Verification form, available from
the DSS office.
3. For learning disabilities, a qualified professional must provide documentation with a
specific diagnosis of a learning disability.
Documents must be recent (initially, within
three years) and contain information relevant
to current levels of functioning in three
domains: aptitude, academic achievement,
and information processing.
The college reserves the right to review all documents for relevance, reliability and thoroughness of
12
The director is available to students and their advisers for advice in planning a student’s schedule (e.g. foreign language or math placement). Tutoring and mentoring are also available to students with disabilities.
Additional accommodations and services may include
extra time for tests, tests taken in the Higgins Academic
Center, the use of a word processor for tests, textbooks
on CD, the option to record class lectures, use of the
reading software for listening to written materials and
foreign language advising.
Disability-related information is part of the official
records of a student and is protected by the Buckley
Amendment. Information will not be released or discussed
without the student's consent except to college officials
and faculty having legitimate educational interests.
The Provost coordinates the college’s non-discriminatory efforts. For more information on non-discrimination and grievance policies and procedures, please
refer to the appropriate pages of Fishtales, the student
handbook, a copy of which is made available to each
student every year.
For further information, please contact the director
of disability support services, or visit the college Web
page under Higgins Academic Center, Disability
Support Services.
Academic Regulations
that the commitment will be lifelong.
The faculty and students of Randolph-Macon have
agreed on a set of procedures designed to insure the
vitality of the code and to handle violations of it in a
fair, effective, and timely manner. It is the responsibility of every student to read, to understand, and to obey
the code. The complete provisions of the code are stated in Fishtales.
The responsibility for keeping fully informed about
the degree requirements of the college, the requirements
of their individual majors, all academic regulations, and
their academic standing at the college rests entirely with
the students.
Student Responsibility to be Informed
Randolph-Macon College adheres to a policy of
compliance with the Family Educational Rights and
Privacy Act of 1974 as amended (Buckley Amendment)
which became law on June 17, 1976, and has as its
objective to insure the privacy of student records. As
such, it is the policy of the College to (1) permit students
to inspect their education records, (2) limit disclosure to
others of personally identifiable information from education records without students’ prior written consent,
and (3) provide students the opportunity to seek correction of their education records where appropriate.
In accordance with the Buckley Amendment,
Randolph-Macon College has the right to make public
without prior authorization from the student the following directory information: name, addresses, telephone
number (on and/or off-campus), campus e-mail address,
date and place of birth, previous institution(s) attended,
current enrollment status (e.g. class standing-freshman),
dates of attendance, major and/or minor fields of study,
awards and honors (e.g. Dean’s List), degrees conferred
(including date), full-time or part-time status, participation in college recognized activities and sports, weight
and height of athletic team members, and photograph or
videotaped image.
Further explanation of the college’s policy on privacy is printed in Fishtales, and the full policy may be
viewed on the Randolph-Macon College web site.
(Under “Registrar’s Office,” click on “Disclosure of
Student Records.”)
Disclosure of Student Records
Registration
After having consulted their academic advisers,
students are required to pre-register for the courses that
they desire in the following term. Pre-registration takes
place during periods set aside in the fall and spring terms
for this purpose (see the academic calendar on the inside
back cover). By pre-registering, students have the maximum chance of obtaining their desired courses.
Students are responsible to keep current with their
course schedules by viewing MyMaconWeb. Students
will not receive credit for courses in which they are not
formally registered. Students will receive a failing
grade for any course that they are not attending and
failed to drop according to the published deadlines.
Changes in Registration
Students may not register for courses or change
courses later than five days after the beginning of classes in the fall and spring terms, or three days after the
beginning of classes in the January or summer term.
Beginning the first day of classes, in order to make
changes, students must first confer with their academic
advisers and obtain a drop/add slip and all necessary signatures. They must then deliver that drop/add slip fully
completed to the registrar’s office within the allowed
time. No change will be effected until the completed
drop/add slip is delivered by the student and processed
in the registrar’s office.
Dropping Courses
Code of Academic Integrity
Students may drop a course during the fall and
spring terms through the 10th day of classes without any
notation on their transcripts. Students may also withdraw from a course after the 10th day and through the
35th day of classes, but they will be assigned a grade of
W by the course instructor.
Students may drop a course in January Term
through the 3rd day of classes without any notation on
their transcipts. A grade of W will be assigned if students
withdraw from courses between the 3rd and 10th day of
classes.
Courses dropped after the 35th day of the fall or
spring terms or after the 10th day of the January Term
will be assigned a failing grade, unless the Provost
authorizes a W.
Randolph-Macon College is a community of
scholars in which students and faculty work and study
together for the intellectual enrichment of all. For such
a community to thrive, it is essential that all of its members honor the principles of intellectual and academic
integrity, for without these principles, scholarship is
without merit and education is of questionable value.
Academic integrity is a matter of exerting the most
scrupulous care in acknowledging one’s scholarly
debts, giving credit for every source of information, and
being fully responsible for the independence and
integrity of one’s own work. Academic integrity is an
ethical commitment. Such a commitment is made in the
knowledge that the existence of a community of scholars depends upon it and in the belief that scholarship is
worthwhile in its own right. It is the hope of the college
13
Academic Regulations
Unit of Credit
Special Student
The unit of credit is the semester hour. Courses
may carry from zero to six semester hours of credit. The
Courses of Study section in this catalog indicates the
number of semester hours awarded for each course.
There are multi-semester courses for which no
credit can be earned until all semesters of that course
have been completed in a satisfactory manner.
The classification Special Student includes those
students who have not been admitted as candidates for a
degree at Randolph-Macon.
Class Attendance
Randolph-Macon College believes that student
attendance in the classroom and participation in classroom activity is an essential part of the educational
process. Students are responsible for all work covered in
class and all assignments made on the day or days of an
absence. Faculty members shall establish attendance
policies in their courses and shall notify students in writing at the beginning of each course what the policy in
that course shall be and what penalties shall be imposed
for infractions. No penalty will be imposed until a student has exceeded one hour absence per semester hour
of a course. No discretionary absences are allowed from
laboratories or on the dates of announced tests. (See
Exclusion from Courses and Exclusion from College for
related information.)
Randolph-Macon College values highly the participation of students in activities representing the college,
such as organized athletics and the performing arts.
Faculty members are encouraged to accommodate students representing the college in these activities.
Students who wish to participate in these activities
should discuss their schedules with each instructor early
in each term.
Only the Provost may authorize an absence from a
final examination. Unauthorized absence from a final
examination in a course will result in failure of that
course. (See Final Examinations.)
Course Load
In order to be considered full-time, a student must
carry a minimum of 12 semester hours in each fall term
and each spring term. In either the fall term or the
spring term, students may carry five courses of three or
more semester hours credit with only the approval of
their advisers, but any student who wishes to carry six
such courses must obtain permission from the Provost
to do so.
For purposes of determining course load for fulltime status only, courses which have previously been
passed with a grade lower than a C- and which are being
re-taken to meet requirements for a major or minor will
be counted at their normal credit hour value. However,
these courses will carry no credit hour value toward
graduation.
Students who choose to enroll in the January or
summer term must enroll in at least one course of three
or more semester hours credit and students may not
enroll in more than two such courses or carry more than
seven semester hours in the January Term without
permission of the Provost.
In either the fall term or the spring term, students
may not register for, nor subsequently drop to, a course
load of less than nine semester hours without permission
of the Provost. (See Probationary Regulations for courseload requirements for students on academic probation.
See related information under Fees and Financial Aid.)
Students are expected formally to declare their
major area of study by the end of their sophomore year.
They should do so by meeting with an adviser in their
prospective major and completing the Declaration of
Major form supplied by the registrar’s office.
Declaration of Major
Student Classification
Length of residence alone does not determine class
standing.
Freshman - Students are classified as freshmen
until they have satisfied the conditions for advancement
to a higher class.
Sophomore - To be classified as a sophomore, a
student must have earned at least 21 semester hours in
courses carrying academic credit. (Physical education
courses at the 100 level do not carry academic credit.)
Junior - To be classified as a junior, a student must
have earned at least 48 semester hours in courses carrying academic credit.
Senior - To be classified as a senior, a student must
have earned 75 semester hours in courses carrying academic credit.
Degree Application
In the fall term of the academic year in which students expect to receive their degrees, they must submit
to the registrar an Application for Degree. This application form must be signed and approved by the student’s
adviser and the chair of the student’s major and minor
departments or councils. The deadline for submitting
degree applications is found in the college calendar. It is
the student’s responsibility to make sure that the information on the application is correct and to complete in a
satisfactory manner all of the courses which are listed on
the degree application.
14
Academic Regulations
instructor cannot report a definite grade when final term
grades are due. (See Incomplete Grade under Grading
System section.)
Second Degree, Major, or Minor
A student who has earned a bachelor’s degree from
a college or university other than Randolph-Macon may
pursue a bachelor’s degree from Randolph-Macon in a
different major. Credits from the original baccalaureate
program will be evaluated toward the Randolph-Macon
degree according to the college policy on acceptance of
transfer credits. The student is expected to fulfill all
requirements for a Randolph-Macon degree as listed in
the catalog.
A graduate who has earned the degree of bachelor
of arts from Randolph-Macon may pursue courses at
Randolph-Macon College to fulfill the current requirements of a bachelor of science. The transcript will attest
the completion of the requirements of the degree of
bachelor of science.
After receiving a bachelor’s degree from RandolphMacon, a graduate may pursue courses at Randolph-Macon
College to fulfill the current requirements of an additional
major or minor. The transcript will attest the completion of
the requirements for the additional major or minor.
A Randolph-Macon graduate who subsequently
meets the requirements for the additional bachelor of
science degree, major(s), or minor(s) will not receive a
new diploma and will not be part of the graduation ceremony. Students wishing to pursue any of these options
must apply to the registrar and receive approval from the
chair/director of their programs of study.
Courses taken at other regionally accredited institutions will be accepted in transfer provided that these
courses are in subjects generally recognized as appropriate for liberal arts colleges and are either comparable to
courses offered at Randolph-Macon or are applicable to
a degree program at Randolph-Macon. To guarantee
transfer credit, these courses must be approved by the
appropriate department chair and the registrar prior to
enrollment in the course. Courses accepted in transfer
will receive credit but will not count in the calculation of
the Randolph-Macon GPA. Transfer grades do, however, count when calculating Latin honors. (See
Graduation With Honors.) Only courses which have
been passed with the grade of C- or higher will be
accepted in transfer. Any transfer course counting on a
major or minor is calculated into the major or minor
GPA. At least one-half of the semester hours of the
major or minor must be taken at Randolph-Macon.
A department may recommend that a course passed
with a D be accepted to satisfy a collegiate requirement.
However, in such a case, no credit will be awarded at
Randolph-Macon College.
A student may receive a maximum of 75 semester
hours through transfer work from regionally accredited
two-year and four-year institutions and/or credit-byexamination (e.g. Advanced Placement, International
Baccalaureate or CLEP).
Applicants for admission who have attended one or
more other colleges must have a minimum GPA of 2.00
on all previous college work undertaken. They must be
eligible to return to their current (or last attended) institution at the time they enroll at Randolph-Macon. Any
exception to these regulations must be approved by the
Committee on Admissions, Credits, and Academic
Status of Students. No student, whether admitted by
transfer or not, is permitted to apply to his or her major
or minor program transfer credit for more than one-half
of that program. That is, at least one-half of the semester hours of credit in courses applied to a student’s major
or minor program must be earned from RandolphMacon College.
Transfer Credit
Eligibility
Any person representing the college in the capacity
of a student must in fact be enrolled at the college.
Students wishing to participate in intercollegiate athletics are advised that the National Collegiate Athletic
Association has standards for eligibility: Students must
be full-time, which at Randolph-Macon College is at
least 12 hours per semester. Intercollegiate student athletes and office-holders in student organizations may not
be on academic probation. (See Academic Probation.)
Final Examinations
Examinations are conducted in courses at the end
of each term. Absence from a final examination which is
not excused by the Provost must be recorded as failure
(F) in that course. No re-examination is permitted in any
course.
Final papers, projects, or presentations assigned in
lieu of a final examination should be due or scheduled
for the final examination period assigned to the class.
Failure to submit or attend to such work as scheduled is
governed by the final examination policy.
In cases involving illness or other extraordinary
compelling circumstances, the Provost may permit a student to defer the final examination in a course to a time
agreed upon by the student, the instructor in the course,
and the Provost. The symbol I will be recorded if the
Summer School Courses
If students wish to take courses at summer schools
other than Randolph-Macon’s, they must choose only
summer schools associated with regionally accredited
institutions. To guarantee transfer credit, these courses
must be approved by the appropriate department chair
and the registrar prior to enrollment in the course.
15
Academic Regulations
Withdrawal from the college: The symbols W,
WP, and WF will be recorded when a student withdraws
from the college prior to the end of the 9th week of
classes in a fall or spring term or prior to the end of the
3rd week of the January term. Students who withdraw
from the college after these indicated times will receive
the grade of F in every course in which they are currently enrolled, unless the Provost authorizes one of these
symbols. The Provost will grant such permission only in
cases of illness or other compelling circumstances.
Grades of F are recorded on the student’s academic
record, are included in the student’s GPA, and result in
automatic separation from the college.
Withdrawal from a class: A student will receive a
W when withdrawing from a course between the 10th
and the 35th day of semester classes, or the 3rd and 10th
day of January or summer term classes.
Symbols S and U: The symbols S and U are used
only in ungraded courses, such as physical education
courses at the 100-level, or in two-term courses for
which the final grade is entered after completion of the
second term.
Grade Reports: Grade reports, including midterm
reports of unsatisfactory progress, are distributed to students through their MyMaconWeb accounts.
Randolph-Macon College employs the symbols A,
B, C, D and F as grades, while the symbols I, NG, S, U,
W, WP, WF, and AU are used for informational purposes only but are not considered grades.
The grades are interpreted as follows:
A - Excellent
B - Good
C - Satisfactory
D - Lowest passing grade
F - Failure
Instructors may append a “+” or a “-” to any one of
these grades (except F).
The other symbols carry the following interpretation:
S - Satisfactory
U - Unsatisfactory
AU - Audit
I - Incomplete
NG - No grade reported by instructor
W - Withdrew from course or college
WP - Withdrew from college, passing
WF - Withdrew from college, failing
Only courses which are graded enter into the determination of the GPA.
Audits: A student may sign up to audit a course
with permission from the instructor and the student’s
adviser. An audited course carries no credit hours (but is
counted by the business office in the fee structure).
Should a student not meet the attendance and course
requirements stipulated by the instructor, the instructor
has the right at any point in the term to revoke audit status. Revocation of audit status must be submitted in
writing to the registrar’s office.
Incomplete Grade: The symbol “I” is to be reported only if (1) a grade is called for, but (2) the student has
not completed some required work, but not final examinations (see Final Examinations Policy), and (3) the
instructor is willing to accept that work after the final
grades are due. When an I is reported, the instructor
must set a specific deadline for submission of the missing work and inform the student of that date. The date
must be selected so that the instructor can report a final
grade not later than 31 calendar days from the end of the
final examination period. In cases where the instructor
believes that more than 31 days is warranted, he or she
must submit a written request for an extension to the
Committee on Admissions, Credits, and Academic
Status of Students, giving the reasons for an extension.
If that committee grants an extension, it is the duty of the
instructor to notify the student of the duration of the
extension granted. Otherwise, at the expiration of the
31-day period, the registrar is required to replace the
symbol I with the grade of F.
Grading System
Grade Review
Whenever students wish to have a grade explained,
they should consult the instructor in the course. In the
case of a final grade, if after consultation with the
instructor, students still believe that this grade was
improperly awarded, they should confer with the chair
of the department in which the grade was given. If, after
conferring with the chair, the student still believes that
the grade is not appropriate, the student may bring the
matter to the Provost, who may confer with the instructor and the department chair. If the Provost considers
that the matter warrants further review, then the Provost
may refer the matter to the Committee on the Faculty,
which may hold an investigation into the student’s allegations and make recommendations to the instructor in
the course.
Statute of Limitations
Grades appearing on a student’s academic record
may not be changed after one calendar year from the end
of the term in which the grade was received. Final
grades appearing on a student’s academic record cannot
be changed after graduation.
Quality Points
The college assigns quality points in order to indicate the quality of the student’s work. The college uses
quality points to calculate the GPA, which is referred to
in recognizing superior academic achievement and in
making decisions about probation and separation. Every
grade is assigned a quality point weight as follows:
16
Academic Regulations
Any A+ yields 4.3 quality points per semester hour;
Any A yields 4.0 quality points per semester hour;
Any A- yields 3.7 quality points per semester hour;
Any B+ yields 3.3 quality points per semester hour;
Any B yields 3.0 quality points per semester hour;
Any B- yields 2.7 quality points per semester hour;
Any C+ yields 2.3 quality points per semester hour;
Any C yields 2.0 quality points per semester hour;
Any C- yields 1.7 quality points per semester hour;
Any D+ yields 1.3 quality points per semester hour;
Any D yields 1.0 quality point per semester hour;
Any D- yields 0.7 quality points per semester hour;
Any F yields 0.0 quality points per semester hour.
None of the other symbols is assigned any quality point
weight.
The college calculates a cumulative GPA for every
student by dividing the total number of quality points
earned by the total number of semester hours attempted
in graded courses.
credit-by-exam programs including but not limited to
Advanced Placement, International Baccalaureate, and
CLEP (College Level Examination Program), the student
may not receive duplicate credit for the same course
through any other means. In addition, a student may not
be awarded credit for lower level course work after being
credited for more advanced work in the subject area
without special permission of the Provost.
Dean’s List
A dean’s list is published following each fall term and
spring term and is based on the student’s performance in
that term. Students earn a place on the dean’s list for that
term only if they were full-time; completed all of the
courses in which they were enrolled; and earned a GPA of
at least 3.25 with no grade lower than C-.
Work done at another institution may not be used to
qualify a student for the dean’s list.
Graduation With Honors
In order to graduate with Latin honors, students
must meet the following conditions: If they have no
transfer credit at all, then they must have a cumulative
GPA of 3.50. If they have any credit by transfer, then
they must not only have a cumulative GPA of at least
3.50 on their Randolph-Macon work, but they must also
have a GPA of at least 3.50 on all work taken at
Randolph-Macon and all work accepted in transfer,
computed on the basis used at Randolph-Macon.
The Latin honors are awarded according to the following scale:
4.00
Summa Cum Laude
3.75-3.99
Magna Cum Laude
3.50-3.74
Cum Laude
Repeated Courses
Semester Hours Credit: No student may take the
same course twice for credit. In the case where a student
repeats a course after having failed it initially, semester
hours credit will be awarded after successful completion
of the course. However, a student having earned a grade
of D, D+, or D- initially has already earned credit, and
no new credit hours are awarded in any subsequent
enrollment in the course.
Course Grade: A failing grade is part of the permanent record and is calculated in the GPA. Any grade
earned in a subsequent enrollment in the same course is
also recorded on the permanent record and is also calculated in the GPA.
Students may repeat courses when they earn a
grade of D+, D, or D- if they are repeating it to count on
the major or minor. In such cases, both the original and
the new grade are recorded on the permanent record. A
grade of A+ - C in the repeated course is substituted in
the GPA for the original grade as a C; a grade of C- in
the repeated course is substituted as a C-. Where the student earns a grade of D+ or lower in a subsequent reenrollment, both grades are recorded with no new hours
earned and no substitution of the repeated grade in either
the semester or cumulative GPA.
Students may repeat courses that are not required
for a declared major or minor when they earn a grade of
D+, D, or D-. In such cases, there will be no additional
credits earned and no recalculation of the GPA.
Academic Probation and Separation
The academic year is divided into two periods for
the purpose of handling most questions of academic
deficiency that may result in either probation or separation for academic deficiency. The first consists of the
fall and January terms. The second consists of the
spring term and summer term. Students are placed on
probation or separation for academic deficiency at the
end of either period if their work falls below the standards set by the college as described below. In the event
a student does not attend January term, decisions regarding probation and separation will be made after the fall
term. In the event a student does not attend the summer
term, decisions regarding probation and separation will
be made after the spring term.
Probation: At the end of an academic period, students will be placed on academic probation if their
Randolph-Macon College GPA is below the value calculated by the formula:
2.00 – (12/total hours attempted at R-MC)
Duplication of Credits
Once a student has been awarded credit for a course,
either through successful completion of that course at
Randolph-Macon, through transfer credit acceptance
which includes dual enrollment credit, or through various
17
Academic Regulations
Separation for Academic Deficiency: Students
will be automatically separated for academic deficiency
if any of the following three situations occurs:
(1) They earn a GPA of 0.00 for either fall term
(exclusive of January term) or spring term.
(2) At the end of the fall/January term or
spring/summer term, their Randolph-Macon GPA falls
below the value calculated by the formula:
2.00 – (23/total hours attempted at R-MC)
(3) They do not remove themselves from academic
probation at the end of an academic period.
The Committee on Admissions, Credits, and
Academic Status of Students may permit students who
have completed one academic period on probation to
continue on probation for one succeeding academic period provided that, in the opinion of the committee, they
have shown satisfactory improvement in their academic
performance.
The committee may permit students more than two
consecutive academic periods on probation. In every
such instance, however, students must have earned a
GPA above 2.00 in their most recent academic period
and, in the opinion of the committee, be making satisfactory progress toward the completion of their degree
requirements.
Students who have been separated for academic
deficiency are eligible to apply for readmission on probation after one fall or spring term has elapsed. (See
“Probationary Regulations” below.) Normally students
who have twice been separated for academic deficiency
will not be readmitted.
vention program designed for first-year students.
Students may be placed in MAP at any time that
their academic performance has fallen below acceptable
standards, in the opinion of the Provost. Also, students
on probation and other upper classmen who, in the opinion of the Provost, need additional academic support
may be placed in MAP at any time. Students in MAP
must conform to the requirements established by the
Provost. Failure to conform may result in the student’s
exclusion from the college.
Exclusion From Courses
Students who are making no real progress in a
course or who have excessive absences may be excluded from a course by the Provost at any time within a
term upon the recommendation of the professor in
charge. The course will be recorded as “failed” on the
student’s academic record and affect the student’s GPA.
Exclusion From College
Students who are making no real progress in most
of their courses or who have excessive absences in their
classes may be excluded from the college by the Provost
at any time within a term. The courses will be recorded
as “failed” on the student’s academic record. The failing
grades will be included in the student’s GPA and result
in automatic separation from the college.
Limitation Rules
Students must complete all requirements for the
degree within 10 terms (fall or spring) and five January
terms. Work offered in transfer, summer school, or parttime status will be counted with the understanding that
four courses of at least three semester hours each constitute one fall or spring term.
Students who fail to complete all requirements for
the degree within six consecutive calendar years lose the
privilege of graduating under the requirements in effect
when they entered. Instead, such a student must meet all
of the degree requirements in effect on the date the
degree is awarded. In the case of transfer students, their
six calendar years will include all full-time residence at
other colleges. However, in all cases time spent in military service will be excluded.
Probationary Regulations
Randolph-Macon College considers education as
the primary purpose of its students. Those students who
are not making satisfactory progress toward finishing
their degree should devote their energies and time to
their academic work. The primary obligation of students
on academic probation is to remove themselves from
probation.
Consequently, students on academic probation
may not drop below 12 semester hours nor take more
than 14 semester hours without permission of the
Provost. Among these hours, there may be no more than
one one-semester-hour course. Students on probation
may neither participate in intercollegiate athletics nor
serve as officers in student organizations. Students on
academic probation may have certain additional regulations imposed upon them by the Provost. Compliance
with such regulations will be enforced by appropriate
action by the Provost. (See Course Load and
Eligibility.)
Students wishing to broaden their course of study
by enrolling in distinctive non-degree programs at other
institutions may qualify for the status of “student on
leave” from Randolph-Macon College. To qualify for
such status, students must present: (1) a GPA of at least
2.00 at the time of application and at the time of leaving
the college, (2) proof of acceptance in a one- or twosemester non-degree program at another accredited
institution, and (3) a written statement describing the
benefits to be achieved through attending the off-campus program. Applications for student-on-leave status
Students on Leave
Macon Academic Progress (MAP) is an early inter-
Macon Academic Progress (MAP)
18
Academic Regulations
are received by the registrar on behalf of the Committee
on Admissions, Credits, and Academic Status of
Students, which will grant leaves for periods not to
exceed one year. Applications are due at the time designated for pre-registration for the subsequent term(s). A
Transfer Credit Permission form for the transfer credit
of courses to be taken while on leave must be submitted
to and approved by the registrar as part of the application. Evidence of successful completion of the program
must be presented to the registrar before registration at
Randolph-Macon College.
Students on leave are held to the same standards as
students on campus and to any other conditions which
the committee might stipulate at the time of application.
If these standards and conditions are upheld during the
leave, students placed on leave are not required to apply
for readmission to Randolph-Macon provided they satisfactorily complete the off-campus program and return to
the college at the end of the stipulated period. Such students may pre-register for the term in which they plan to
return with the seniority afforded by their class standing.
They retain eligibility for scholarship and financial aid
awards upon their return, but they may not apply any
Randolph-Macon scholarship or financial aid to the program being taken off-campus.
Students who have been separated for academic
deficiency and who are subsequently readmitted shall be
readmitted on probation. Students who are on academic
probation at the time of their withdrawal from the college and who are subsequently readmitted shall be readmitted on probation. (See Probationary Regulations
above.)
Students who withdraw from the college after the
ninth week of either the fall term or the spring term will
receive all grades of F and will not be considered eligible for readmission until one fall or spring term has
elapsed. If subsequently readmitted, such students shall
be readmitted on probation.
In the case of any student who is readmitted on probation, the Committee on Admissions, Credits and
Academic Status of Students shall have authority, at its
discretion, to determine all or part of that student’s academic program for the first full fall or spring term following readmission.
Readmission on Probation
Transcripts
Official transcripts of students’ records may be
released by the registrar only upon receipt of their written authorization. While it is preferable to furnish such
transcripts only to specifically designated officials of
other institutions, agencies, or firms, students may
request that they be personally provided with a specially sealed official transcript, not to be opened by the student, for purposes of inclusion in application packets or
to be hand carried to the final, third-party destination.
The student’s signature is required to release a transcript; therefore, requests cannot be taken by phone.
Forms requesting transcripts are available at the registrar’s office or on the college’s Web site and may be submitted in person or by mail. The fee is $5 for each transcript. Requests for official transcripts will not be honored unless all financial obligations due the college are
satisfied.
Readmission
All students whose regular enrollment in the college ceases for any reason must file application for readmission if they wish to enroll again, unless they have
been afforded student-on-leave status. Readmission is
not automatic, and every application is reviewed by the
Committee on Admissions, Credits, and Academic
Status of Students. Readmission is necessary for all
terms including summer school. Readmission to summer school does not automatically apply to the following fall term. An application form for readmission
should be obtained from and filed with the registrar’s
office according to the following schedule:
For Fall term - July 1
For January term - November 1
For Spring term - December 15
For Summer term - April 15
19
Special Programs
Honors Program
Independent Study Courses
Assistant Professor Trammell, Director.
The Randolph-Macon Honors Program is designed
to challenge and stimulate superior students by allowing
them to substitute for collegiate requirements selected
and exciting experiences differentiated from the rest of
the curriculum. The program also allows students to pursue opportunities for intensive and/or individualized
work in the major. There are two divisions of the program: Collegiate Honors and Departmental Honors. In
order to be designated graduates of the program, students must complete both levels and all requirements.
The objectives of the Randolph-Macon Honors
Program are:
1. To provide a stimulating and unique intellectual
experience for superior students;
2. To provide flexible curricular opportunities for personal learning and research within the larger curriculum;
3. To provide intellectual ferment for the campus as a
whole;
4. To provide an opportunity for faculty members to
offer courses to small numbers of superior students;
5. To identify, prepare, and encourage able students to
take advantage of external opportunities for further
study and research during and beyond college;
6. To develop the identification of students in the program with a supportive peer group of students and
faculty; and
7. To assist in attracting and retaining superior students for the college.
The Honors Program consists of a minimum of four
collegiate honors courses and two units of departmental
honors. Admission to the program is by application to the
Collegiate Honors Council or by invitation based on precollege or college work. To remain in the program, a student must make satisfactory progress and maintain a 3.25
cumulative GPA (3.0 at the end of the freshman year).
Collegiate honors are specially designated courses
open only to program participants. Each course fulfills
(or partially fulfills) one of the general collegiate
requirements as indicated in the course description, even
if the student does not remain in the Honors Program.
Departmental honors are worked out in consultation with the student, the faculty mentor or instructor,
and the Honors Program director. They include departmental honors courses, senior projects, independent
studies, honors contracts, and research projects affiliated
with the Shapiro Undergraduate Research Program. An
honors contract applies when the student, the instructor,
and the Honors Program director agree in writing to
alternative or additional work to be done in the context
of a regular department offering.
After the completion of the freshman year, students
with a cumulative 3.25 academic average may devise a
course in an area of study in which they are interested,
but which is not fully available in the existing curriculum. The development of the course must be done in
concert with the faculty member who will supervise the
work, and the proposed course of study must be
approved by the Curriculum Committee prior to its initiation. An independent study proposal should be developed and submitted collaboratively by the student and
faculty mentor.
When submitting the proposal to the Curriculum
Committee the documentation must contain:
•
the names of the student and the faculty mentor
•
the semester the course is to be offered
•
a brief description of the topic of the course
•
a reading list and/or other material to be covered
•
a summary of assignments the student will be
expected to produce – this should include a description of the culminating experience
•
a statement on the kind of supervision the mentor
will provide the student during the semester
•
the criteria of evaluation
•
and, if applicable
•
the general education requirements with
appropriate documentation
•
the major or minor requirements the course
will fulfill with appropriate documentation
•
the signatures of the student, faculty mentor, the
department or program chair
•
a well-written 1-2 paragraph rationale for the
course prepared by the student
Students may enroll in no more than two independent study courses per academic year up to a maximum
of six such courses. In exceptional cases, students with
less than a cumulative 3.25 academic average may be
declared eligible to enroll in an independent study
course upon the recommendation of the appropriate
departmental chair and the approval of the Curriculum
Committee. Independent study courses must be
Randolph-Macon work.
Independent Study Program
The college offers an independent study program
for a limited number of students with superior ability
and strong personal motivation. Approved students may
enter this program at any time after completion of the
freshman year. The program requires the completion of
two independent study courses during the junior year
and permits seniors to enroll in a program of directed
independent study during the entire senior year. Seniors
20
Special Programs
participating in this program will pursue a program of
studies arranged for them by a group of faculty tutors.
By the end of the year of study, they will be expected to
stand for at least three comprehensive examinations in
their major fields, and they must present a thesis for
examination by a five-member faculty committee.
During this senior year of independent study, participants will be excused from enrollment from all formal
courses with the exception of any remaining departmental or collegiate requirements.
Students are eligible to apply to the Curriculum
Committee for participation in this program if they have
a cumulative 3.25 academic average or better. Other students may be declared eligible by the Curriculum
Committee in exceptional cases upon recommendation
by the departmental chair. All independent study programs must be reviewed and approved by the
Curriculum Committee. (See previous section for course
proposal guidelines.)
internship is taken out of the student’s major), the field
supervisor, and the approval of the adviser and the chair
of the student’s major department or council. Students
enrolled under an F-1 Visa must secure a signature from
the Office of International Education. This application
must be completed and received by the registrar no later
than the due dates shown on the application form.
Otherwise, no academic credit will be given. No student
may receive salary or wages from an internship; violation of this rule will result in cancellation of credit.
To qualify for admission to an academic internship,
a student must have completed 48 semester hours of
work and have earned at least a 2.25 cumulative GPA at
Randolph-Macon College. Furthermore, the student
must maintain a cumulative GPA of at least 2.25 during
the entire time in which the internship is performed. A
student may not receive credit for an internship if his or
her cumulative GPA drops below 2.25 during the internship. Students will receive academic credit only for
internships completed through Randolph-Macon.
Some departments may have additional requirements for internship eligibility. The internship experience must be integrated with academic learning in an
off-campus placement. To receive course credit, each
student must complete a minimum of 130 hours of field
work. The instructor must maintain periodic contact
with the intern and his or her field supervisor during the
internship. The instructor should also give reading and
writing assignments that are appropriate to the student’s
internship experience. The instructor shall make the
final evaluation of the student’s performance. This evaluation shall include an evaluation of both the academic
and the field components of the student’s work. No student may offer for a degree more than six semester hours
of internships or field studies. The college also offers
several non-academic career development programs.
(See Career and Counseling Services.)
Bassett Internship Program-Academic
Credit
Associate Professor Showalter, Director.
Randolph-Macon College’s commitment to the liberal arts includes a deep concern that our students find
useful and satisfying careers following graduation. It is
our conviction that the knowledge and skills acquired
through a liberal arts education provide a sound basis for
success in a wide range of professions. In an effort to
enhance our students’ opportunities to test their skills
and themselves outside the classroom, the college conducts an internship program, funded by a grant from
Ruby and Edwin Bassett, that enables students to get onthe-job experience in a wide range of career fields in
Virginia, Washington, D.C., and other locations.
Academic internships at Randolph-Macon are
credit-bearing courses, and each of the college’s academic departments has the option of offering an internship
course. While most students take their internships on a
full-time basis during the January term or in summer
school, some students complete internships on a parttime basis during either the fall or spring term.
Randolph-Macon has informal agreements with a
number of businesses, government agencies, and social
service organizations that will sponsor interns from the
college. A special effort is made to match every intern
with an appropriate placement site, and new placement
options are solicited as needed. No sponsoring organization is asked to accept an intern whom it considers
unprepared for the work, and no intern is expected to
work in an inappropriate placement site.
Students who wish to apply to the program must
complete an internship application showing the proposed internship, the number of semester hours completed, the cumulative GPA, the on-campus instructor
(including the approval of the department chair, if the
Student-Faculty Research
Professors Lambert and Schreiner, Directors.
Research is an integral part of undergraduate education at Randolph-Macon. The college’s liberal arts tradition is linked to research through the common goal of
active, investigatory learning. In our academic programs, student discovery and exploration of ideas is
paramount. Following meaningful research experiences,
students become active learners and subsequently take
responsibility for their own learning.
The model of student research, coupled with presentation and publication opportunities, extends
throughout the college. Currently, the integration of
research into the educational process at RandolphMacon College primarily occurs through three distinctive and formal programs – departmental senior research
requirements, departmental honors requirements, and
the Shapiro summer fellowship program, all intended to
create an inquiry-based experience.
21
Special Programs
The Senior Project
Students who have conducted any form of research
through the year (e.g., senior project, SURF) are encouraged to participate in the Annual Undergraduate
Research Celebration Day each spring. On this occasion,
students prepare poster presentations of their research
which are subsequently displayed for student and faculty observation.
Most departments give students the option to carry
out a two-semester senior research project. Majors in a
department follow a core of course requirements intended to introduce students gradually to the research
process. By following this core, undergraduates reach
the senior year adequately prepared for meaningful,
independent research. A distinctive element of each
research experience is that every project results in a
written thesis defended before a faculty panel in the
presence of the department and students.
Having obtained the consent of the major department or council no later than the beginning of their
senior year, suitably qualified students may elect to do a
six-semester-hour special project in their major fields.
A senior project, which must be performed over two
terms, may be in the form of library research, an advanced
study of a particular topic in the field, a laboratory
research problem, or any other exercise agreed upon by
the major professor and student. The successful completion of the project and a final oral examination thereon
will afford evidence of the student’s capacity to do satisfactory work where individual initiative is involved.
Semester hour credit for the first term of a two-term
senior project will not be recorded until both terms have
been successfully completed by the student. Enrollment
in the second term is dependent upon successful completion of the first term. If a student fails to successfully
complete the second term, a grade of F will be recorded
for the second term.
International Education
Professor Hilliard, Director; K. Cressy, Assistant
Director; Mayumi M. Nakamura, International Program
Coordinator
The rise of the global economy, coupled with the
increased interdependence among nations, has created
the need for citizens to develop an awareness and understanding of cultures other than their own. In learning
about other cultures, there is no substitute for direct
exposure to the people and the language, ideas, and customs of other nations. For these and other reasons,
Randolph-Macon offers two types of experiences for
studying abroad: January Term Study-Travel Courses as
well as Semester- and Year-Long Programs.
January Term Study-Travel Courses
During the four-week January term, the college
provides students with opportunities to participate in a
variety of study-travel courses. Several departments
offer study-travel courses taught by one or more
Randolph-Macon faculty members. Students and faculty participating in study-travel courses usually spend
between two to four weeks abroad and the rest of the
term on the Ashland campus. In addition, some January
term study-travel courses concentrate on subjects related to specific geographic areas in the United States and
include trips to those regions as part of the course.
Destinations for recent January term study-travel classes include: Australia, China, Costa Rica, Ghana, France,
Haiti, Italy, Japan, Peru, and UK.
Departmental Honors
The Honors Program, enrolling about 140 of
Randolph-Macon’s 1,100 students, includes a senior
experience within the major department. Most seniors
choose to satisfy their departmental requirement through
an independent research project that is presented and
defended in both the department and the spring honors
research symposium.
Summer Research
Semester- and Year-Long Programs
Randolph-Macon offers opportunities for semesterand year-long study in countries throughout the world.
Students who study in these programs will benefit most
from taking site-specific offerings rather than courses
which merely duplicate those offered at RandolphMacon. Qualified students who are selected to participate in these highly competitive study abroad programs
may spend one or more terms of the junior year in residence at one of the locations described in this section.
To collaborate more fully with our students as colleagues, the college extends the departmental research
initiatives beyond the constraints of the classroom and
class schedule. A total summer immersion experience
supplements research activities that occur during the
academic year. This goal is accomplished through the
college’s Schapiro Undergraduate Research Fellowship
(SURF) program, a competitive, learning-community
experience open to students and faculty from all departments. The students write research proposals to be evaluated by faculty reviewers. A requirement of funded students is that they are expected to present their research
results at a celebratory conference at the end of the summer; additionally, students are encouraged to present
their work at an appropriate professional meeting. An
additional goal of the program is to develop research
findings for submission to peer-reviewed journals.
Eligibility and Application
Study abroad is offered for either a term or a year,
depending on the program. To participate, students must
have completed 48 hours of college course work before
embarking on their period of study abroad or have permission of the director of the Office of International
22
Special Programs
Education. Required GPA at the time of application varies
from 2.50 to 3.00, depending on the program. In the case
of programs where instruction is in the native language,
students must also possess sufficient language skills. In
addition to an interview by the selection committee, additional prerequisites must include state of health, parent or
guardian approval, and consultation with the academic
adviser. Complete information about eligibility and application procedures may be obtained from the Office of
International Education. The deadline to apply for fall
2009 is November 28; and for spring 2010, it is May 1.
The student usually registers for the courses offered
abroad while at Randolph-Macon. Credit transfer for
study abroad can be assured only if the program and specific courses have been pre-approved by the college
through the Office of International Education. In most
cases and whenever it is possible, the academic regulations of Randolph-Macon are adhered to abroad: course
load, deficiency notification, grading system, academic
probation, etc.
Pre-Professional Programs
Accounting
Randolph-Macon College has an arrangement with
the accounting department at Virginia Commonwealth
University, which facilitates a student’s acceptance into
the Masters of Accounting program at VCU. To qualify
for admission to the Virginia Commonwealth University
graduate program in accounting, a student must have
followed a prescribed course of study at RandolphMacon, be recommended by the economics/business
department, and have earned a baccalaureate degree
from Randolph-Macon College. Interested students or
prospective students should contact the chair of the economics/business department as early as possible to plan
a program of study.
Randolph-Macon also has an arrangement with The
Graduate College of Union University in Schenectady,
New York, that would allow students to complete their
MBA degree in about one additional year after graduation. To quailify for admission to the Graduate College
MBA program, a student must follow a prescribed
course of study at Randolph-Macon, meet minimum
GPA and GMAT requirements and have earned a baccalaureate degree from Randolph-Macon College.
Interested students or prospective students should contact the chair of the department of economics and business as early as possible to plan a program of study.
International Study Sites
Study abroad programs are available in over 140 institutions outside of the United States. Randolph-Macon
offers its own study abroad and exchange programs, as
well as programs abroad through its affiliates, such as the
International Student Exchange Program (ISEP), AIFS,
AustraLearn, and Arcadia University. Certain programs
require a good knowledge of the host language; others
offer instruction in English. Randolph-Macon College’s
own programs include:
Engineering and Liberal Arts Combined Programs
Randolph-Macon College has cooperative arrangements with engineering schools at Columbia University
and the University of Virginia, whereby students earn
bachelor’s degrees from Randolph-Macon and bachelor’s or master’s degrees in engineering from the cooperating university.
In these programs, students typically spend three
years at Randolph-Macon, and two at the cooperating
university. Any Randolph-Macon student recommended
by the college will normally be accepted by the cooperating university, provided that basic requirements in
mathematics and science have been met and the student
has maintained a B+ average or better. Columbia
University guarantees need-based financial aid.
• Internships in Francophone Europe (IFE), Paris,
France
• University of Poitiers, France
• University of Nice, France (a fully funded scholarship
for French majors)
• University of Marburg, Germany
• University of Ulster, Northern Ireland
• Intercollegiate Center for Classical Studies in Rome
(ICCSR), Italy
• Kansai Gaidai University, Japan
Forestry or Environmental Management Program
Randolph-Macon has an arrangement with the
Nicholas School of the Environment at Duke University,
permitting students with career interests in forestry or
environmental management to spend three years at
Randolph-Macon and two years at Duke University.
Upon completion of the program, the student is awarded
a baccalaureate degree from Randolph-Macon and either
a master of forestry or master of environmental management from Duke. These professional degree programs
are distinct from the conventional graduate programs at
Duke, to which students are normally admitted after
completing a bachelor’s degree. To qualify for admis-
• Nagoya Gakuin University, Japan
• University of Hiroshima, Japan
• Yonsei University, Korea
• University of Salamanca, Spain
• Wroxton College, England
• University of Lancaster, England
Through our affiliates, Randolph-Macon College offers
study aboard opportunities on every continent. A complete
list is available on the OIE web site.
23
Special Programs
sion to a professional program, students must complete
an approved course of study at Randolph-Macon and
also meet the admission requirements of the Nicholas
School of the Environment. Interested students are
urged to contact the director of the environmental studies program early in their college careers.
Prelaw, Divinity, Business, and Other Professions
A number of Randolph-Macon graduates continue
their studies in leading law schools, divinity schools, and
graduate schools of business. There are generally few, if
any, specific undergraduate requirements for these
schools, but students are advised to consult the stated
requirements of the specific schools in which they are
interested and take the necessary qualifying examinations.
The A. Purnell Bailey Pre-ministerial Program for
Ordained Ministry provides qualified and selected students with the scholarship assistance, mentoring, support activities, seminars, and internships related to vocational exploration and preparation for ordained ministry.
Selected participants will also be granted admission into
the Honors Program.
Premedical, Predental, Prenursing, and Other Health
Sciences
Randolph-Macon is justifiably proud of its record
in premedical and predental education. A significant
majority of Randolph-Macon students who have applied
to medical schools have gained admission to their firstchoice schools. Students preparing for medicine or dentistry will usually concentrate in chemistry or biology
and are under the guidance of a premedical advisory
committee. Students contemplating subsequent transfer
to other institutions for Bachelor of Science programs in
nursing, medical technology, physical therapy, pharmacy, and other health science professions can fulfill, in
most cases, the prerequisite science and other liberal arts
courses at Randolph-Macon.
R.O.T.C. at the University of Richmond
Randolph-Macon College students may crossenroll in courses offered by the Department of Military
Science at the University of Richmond under a crossenrollment agreement concluded with that University.
Students who complete the appropriate courses are eligible for appointment as commissioned officers in the
U.S. Army Reserves; qualified students may apply for
commissions in the regular Army.
Randolph-Macon will award three semester hours
for the successful completion of Military Science 101102 and 201-202 with grades of C or better and three
semester hours for successful completion of Military
Science 301-302 and 401-402 with grades of C or better
The military science courses will be treated as courses
accepted in transfer.
Randolph-Macon students are eligible for R.O.T.C.
scholarships.
Students enrolled in the program are responsible
for paying the appropriate fees to the University of
Richmond.
24
Majors and Minors
Randolph-Macon College offers 29 major programs of study and 33 minor programs. These courses of study and
their requirements are described in this section along with course descriptions and are presented alphabetically by prefix.
Majors
Accounting
Art History
Arts Management
Biology
Chemistry
Classical Studies
Computer Science
Drama
Economics
Economics/Business
English
Environmental Studies
French
German
Greek
Minors
History
International Studies
Latin
Mathematics
Music
Philosophy
Physics
Political Science
Psychology
Religious Studies
Sociology
Spanish
Studio Art
Women’s Studies
Accounting
Art History
Asian Studies
Astrophysics
Biology
Black Studies
Chemistry
Classical Studies
Communication Studies
Computer Science
Drama
Economics
Education
English/Literature
English/Writing
Ethics
Film Studies
25
French
German
History
International Studies
Journalism
Mathematics
Music
Philosophy
Physics
Political Science
Psychology
Religious Studies
Sociology
Spanish
Studio Art
Women’s Studies
Majors and Minors
and Course Descriptions
Unless otherwise indicated, courses are offered every year.
350 – American Humor – Throughout the history of
Western Civilization, the humorist or satirist has filled the
role of social, political, and cultural critic. This course will
study a selected number of works and performances by the
best American humorists and comedians in an effort to
determine the values by which they measure society and
find it laughable. May be used to satisfy the collegiate
requirement in literature. May be applied to a major in
English. Offered alternate years. Four hours. Mr. Inge.
351 – The South in History, Fiction, and Film – This
course will address the question of the extent to which
the nation’s understanding of the South and the South’s
understanding of itself have been shaped and influenced
by literature and the film media, especially successful
feature-length films, which were based on popular novels and historic events. Certain continuing themes in
Southern culture will be discussed such as racism and
race relations, the nature of Southern politics, and the
changes in the social structure after the Civil War. May
be used to satisfy the collegiate requirement in literature.
May be applied to a major in English or history. Offered
alternate years. Four hours. Mr. Inge.
355 – Animation in American Culture – A historic
overview of the development of animation from its
beginnings in the 1890’s through its golden age under
the influence of Disney and the studio system and down
to the present, with attention to the ways animated films
both reflect American society and culture and may be
appreciated on their own as an art form. May be used to
satisfy the collegiate requirement in fine arts. Offered
alternate years. Four hours. Mr. Inge.
356 – Walt Disney’s America – A cultural assessment
of the influence of Disney’s films on the American mind
and imagination through the reading of historical and
biographical background material, a study of literary
works on which Disney films were based, an analysis of
the translation process of fiction into film, and an evaluation of how the films both reflected and shaped the consciousness of the nation from 1936 until Disney’s death
in 1966. May be used to satisfy the collegiate requirement in literature. May be applied to a major in English.
Offered alternate years. Four hours. Mr. Inge.
357 – Faulkner, Fiction, and Film – This course
involves a study of selected novels and stories by major
American writer William Faulkner and their Southern
cultural backgrounds, motion pictures based on those
works, and the process of adaptation by which fiction is
made into film. The comparative values of both genres
are examined in an effort to reach proper critical methods of evaluation. May be used to satisfy the collegiate
requirement in literature. May be applied to a major in
English. Offered alternate years. Four hours. Mr. Inge.
Accounting
Professor Staples; Instructor Woodward.
(Department of Economics/Business)
The study of accounting at Randolph-Macon
College provides students with the opportunity to
become fluent in the language of business within the
unique setting of a liberal arts education. Students study
accounting in an active learning environment incorporating theories and concepts from the fields of accounting, business, and economics. They learn to understand
and appreciate the complex nature of business organizations. A major in accounting prepares students for a
career in all business environments and provides an
excellent foundation for graduate studies in such fields
as accounting, business, taxation, and law.
The requirements for a major in accounting are:
ECON 201-202 or 203-202, 323, BUSN 213, 221222, 321-322, 336, four additional elective courses in
accounting, CSCI 106, and MATH 111 or 113, with a
grade of C- or better. Accounting electives must be selected from the following courses: BUSN 362, 367, 372, 375,
385, 421, and 452. Students are also urged to begin planning in the first semester of the freshman year, commencing course work no later than the fall of the sophomore
year. Care must be exercised in planning course schedules
as some classes are not offered every year.
The requirements for a minor in accounting are:
BUSN 221-222, 321-322, and any two additional
electives courses in accounting.
Capstone experiences offered by the Department of
Economics/Business include: BUSN 425, BUSN 450,
BUSN 451, BUSN 452, BUSN 455, ECON 440, ECON
450-451, and ECON 455. Senior Independent Studies
and Senior Projects also are offered but they must be
approved in advance by the chair of the department
before they will count as a capstone experience.
Since many graduate programs include calculus as
a prerequisite course, students majoring or minoring in
accounting are strongly encouraged, but not required, to
enroll in calculus. All accounting majors and minors are
encouraged to enroll in business law as well as courses
in computer science and speech.
American Studies (AMST) Courses
309 – American Public Address – A close historical,
rhetorical, and literary examination of the most important public addresses delivered in the twentieth-century
United States. May be used to satisfy the collegiate
requirement in literature. Offered alternate years. Same
as COMM 309. Three hours. Mr. Sheckels.
26
Art History
the various cultures of the Near East, from the neolithic
period until the Arab conquest. Illustrated lectures. Same
as CLAS 211. Offered every three years. Three hours.
Ms. Fisher.
212 – Prehistoric Aegean Cultures –The Cycladic,
Minoan and Mycenaean cultures of the Bronze Age
Aegean flourished for 2,000 years and are often considered the earliest manifestation of civilization in Europe.
This course looks at the art, monuments, and social
structures of these cultures, along with classical Greek
mythology about the Age of Heroes and the
myth/history of the Trojan War. Illustrated lectures with
seminar sessions. Same as CLAS 212. Offered every
three years. Three hours. Ms. Fisher.
213 – Greek Art and Archaeology – This course covers
the art and archaeology of Greece from the Bronze Age
through the Archaic, Classical, and early Hellenistic periods. The emphasis will be on the legacy of the Greek civilization to Western art, city planning, and thought.
Illustrated lectures. Same as CLAS 213. Three hours. Ms.
Fisher/Mr. Camp.
214 – Celts and Etruscans: Europe Before the
Romans – This course covers the art and archaeology of
the Neolithic through Iron Age cultures in Europe, with
special emphasis on the Celts, Villanovans, and
Etruscans. Also included is a survey of European and
Asian cultures in contact with Bronze and Iron Age
Europe, including the Greeks, Phoenicians, and
Romans. We will end with a brief look at the later
European Iron Age, particularly the Vikings of northern
Europe. Same as CLAS 214. Three hours. Ms. Fisher.
215 – Roman Art – The Roman genius for art, as for
many aspects of their civilization, was in the adaptation
and originality with which they transformed borrowed
ideas. This course begins with the Greek, Etruscan, and
Latin origins of Roman Art, then examines the changes
and innovations in art through the Roman Empire.
Archaeological discoveries throughout the Mediterranean,
especially Pompeii and Herculaneum, are highlighted.
Illustrated lectures. Three hours. Ms. Fisher.
216 – Art of the Great Empires of Rome and
Byzantium – Christian art began within the artistic traditions of the Classical world, but the prestige of the
Church transformed and transmitted the ancient modes
throughout medieval Europe and the Byzantine Empire.
This course looks at art from the rise of Christianity to
the fall of Constantinople in AD 1453. Illustrated lectures. Three hours. Ms. Fisher.
217 – The Art and Architecture of Ancient Athletic
Games – The origins of organized athletics and many of
the events still practiced today can be traced back to
classical Greece and Rome. This course will primarily
be a survey of the artistic representations, the architectural context, and the archaeological evidence for these
games. It will also be a historical survey of Greek and
Art History
Professor Fisher; Associate Professor Terrono; Visiting
Assistant Professor O’Neill.
(Department of Arts)
Art history is the study of the expressions of social
values and personal ideas through the arts. It spans the
entirety of human experience, from the earliest traces of
the arts in paleolithic times, to the global variety of arts in
contemporary times. Art history engages the student in
the search for what unites peoples across time and space,
and what makes each culture, each civilization, unique.
By looking at the efforts of past artists, whether in architecture, painting, crafts, ceramics, photography, sculpture,
calligraphy, or other forms, we see the ways in which our
own desires to express social concerns, feelings, and
beliefs share the shapes and purposes of the past.
A major in art history requires STAR 240 or 241,
the completion of ARTH 201-202, and six art history
courses, one of which must be in nonwestern art. In
addition, the major will include an elective from music
(which may include three, one-hour courses in applied
music) or drama; a senior thesis, ARTH 422; and the
capstone seminar, FINA 481. Majors who contemplate
entering graduate programs in Art History are strongly
encouraged to take German as a foreign language
choice.
A minor in art history consists of four art history
courses and two studio courses.
Art History (ARTH) Courses
201 – The History of Art I – A brief survey of painting,
sculpture, and architecture from ancient through
medieval times in both the Eastern and Western hemispheres. Illustrated lectures and visits to museums.
Three hours. Ms. Terrono.
202 – The History of Art II – The continuation of
ARTH 201. A study of Renaissance, Baroque, and modern painting, sculpture, and architecture. Illustrated lectures and trips to museums. Three hours. Ms. Terrono.
210 – Origins of Civilization – When did civilization
begin? How do we define civilization? How do we
know when civilization has occurred and when it has
ended? Why is civilization important to humans? What
is the role of the arts in defining a civilization? This
course will look at the development of early cultures and
"civilizations" and will compare the definitions of civilization and the processes by which a civilization develops and wanes. The course will also provide an introduction to the art and achievements of Mesopotamia,
Egypt, the Indus Valley, China, Greece and the Aegean,
Roman Italy, South America, Mesoamerica, and preEuropean North America. Same as CLAS 210. Offered
every two or three years. Three hours. Ms. Fisher.
211 – Art and Archaeology of Egypt and the Ancient
Near East - A survey of the sites and art of Egypt and
27
Art History
Mannerism, the two movements that preceded it, the
Baroque in most of its manifestations in painting and
sculpture is characterized by an emphasis on classical
proportions and dynamic compositional arrangements.
In architecture and interior decoration, illusion and the
energetic juxtaposition of various elements creates spectacular theatrical effects. This course will examine the
diverse expressions of the Baroque within their proper
socio-political and religious conditions. We will consider issues of patronage and the resultant artistic products,
as well as the respective participation of male versus
female artists in the production of Baroque art. Three
hours. Ms. Terrono.
223 – Nineteenth Century European Art – From NeoClassicism and Romanticism to Realism and
Impressionism, Symbolism and Post-Impressionism,
artists in the nineteenth century constantly explored new
thematic choices expressed in novel formal terms which
often reflected the socio-economic and political changes
of their times. This course will examine art works that
were created in the span of two hundred years, in terms
of style, content and meaning as well as consider their
impact in their own time, and their effect upon twentieth
century audiences. Three hours. Ms. Terrono.
224 – Modern Art – Modern artists from the late 1800’s
challenged the artistic and social norms by creating
highly individualistic and subjective works, often in
opposition to official rule and restrictions, and expressed
the dynamic social, economic and political transformations of their time. This course will examine the artistic
production in painting, sculpture, and architecture in
Europe and America from the early 1800s until the midtwentieth century, with particular focus on the socioeconomic, political, and historical context of each period. Three hours. Ms. Terrono.
225 – History of American Art – From the commemorative spirit of the colonial portraits, through the nationalistic content of the Hudson River School and the
American Renaissance, to the subjective expression of
the Abstract Expressionists and the various non-figurative movements of the twenty-first century, American
Art displays an impressive variety of forms, which often
give us substantial information about the society they
were created for. This interdisciplinary course will
examine the diverse artistic production in the United
States from its earlier manifestations in the colonial period to the highly individualized tendencies of the twentieth century. The intent is to familiarize students with the
multiplicity of examples of painting, sculpture, and
architecture, which illustrate a remarkable progression
in the arts, with particular focus on the socio-economic
and political conditions within which these forms were
developed. Three hours. Ms. Terrono.
226 – African American Art: The Impact of African
American Art Across the Atlantic – This course will
provide an overview of the impact of African art in the
Roman athletics, including such topics as their role in
ancient military and religious life, sites and facilities,
events, training and professionalism, and status, rewards
and prizes. Vase paintings, sculptures, and written texts
will be examined for the light they shed on ancient athletes and the original Olympic Games. Same as CLAS
217. Offered alternate years. Three hours. Mr. Camp.
218 – The Rise of the City in Europe – Urbanization
within the early cultures of Europe led to a number of
human achievements which form the basis for much of
our society today. This course will look at the development of the city in ancient times, both in general and in
the specific examples of Athens, Pergamon, Rome,
Istanbul, and London. Special emphasis will be on
aspects of the ancient societies which were directly
related to urbanization: laws and government, public
spaces and architecture, water supply, social structure,
defense strategies, and the expression of community values through art and literature. Same as CLAS 218. Three
hours. Mr. Camp.
219 – Images of Women in Ancient Art – This course
is a survey of art, from the Paleolithic until the
Renaissance, with a special emphasis on images of
women in various roles, particularly motherhood. All
early cultures (Mesopotamia, Egypt, Classical Greece
and Rome, Byzantium and Renaissance Italy) have produced images of women for diverse reasons: from fertility symbols to icons of religious belief, from symbols
of beauty and lust to icons of purity and chastity. The
course will survey these images as they reflect both the
style of art and the role of women in the cultures and
time periods. The visual images will be supplemented
by selections from contemporaneous literature. Three
hours. Ms. Fisher.
220 – Medieval Art – A study of the rise of Christian
Art and the Art of the Byzantine Empire as it prepared
the ground for the expressions of faith found in the art
and architecture of the Carolinian, Romanesque, and
Gothic eras. Three hours. Staff.
221 – Italian Art 1260-1500 – This slide-illustrated lecture course will examine the diverse developments in
Italian painting, sculpture and architecture from the middle of the thirteenth century to the end of the fifteenth.
Particular attention will be given to the stylistic characteristics of the artistic expression in the various regions,
concentrating on the major creators of Italian art in the
period under consideration. Since art is not created independently of the historical cultural and socio-economic
conditions these factors will be examined as well. Three
hours. Ms. Terrono.
222 – Baroque Art – The term Baroque, used for the
first time in the nineteenth century, defines the artistic
expression of the 17th century, throughout Europe,
Great Britain and even Central and South America.
Unlike the reserved naturalism of the Renaissance, and
the exaggerated spatial and proportional distortions of
28
Art History
period is indicative of the artists’ extensive training and
their desire to embellish their country with the very best
money could buy. This lecture course will discuss the
unparalled artistic production of the time in all its manifestations, with particular attention to the cultural factors that detemined the life of the “Gilded Age.” Offered
alternate years. Three hours. Ms. Terrono.
315 – Pride and Prejudice: American World's Fairs
and Racism – American exhibitions and World's Fairs
in the nineteenth and early twentieth centuries celebrated industrial, technological, and cultural achievements,
encouraged healthy competition among the nations of
the world and provided ample opportunities for the promotion of products, but also of ideologies. At a time
when America was increasingly becoming a major force
in international politics and economics, these shows
helped formulate and justify the country's unalienable
right for territorial expansion and for the domination and
subjugation of people who were seen as less cultured
and civilized, as "primitive." In national exhibitions and
World's Fairs alike, an ascending scale of importance
placed Americans at the top, and relegated nonwesterners to the very bottom, thus inculcating in the minds of
visitors their superiority over non-whites, whom they
indiscriminately perceived as spectacles available for
their amusement and their pleasure. This slide-illustrated lecture course will examine the interaction between
art and architecture and political and social propaganda
in American exhibitions by focusing in particular on the
modes of presentation of nonwestern people and African
Americans. We will also examine contemporary
responses to those exhibitions, as well as the popularization through them, of commonly held ideas, such as
those of "Manifest Destiny" in the nineteenth century to
eugenic theories in the twentieth century, that were used
to determine public policies towards Native Americans,
African Americans, and immigrants alike. Three hours.
Ms. Terrono.
381-382 – Special Topics in Art History – Advanced
study of both traditional and contemporary topics in Art
History. Prerequisite: ARTH 201 or 202 or permission of
instructor. Three hours. Staff.
422 – Advanced Topics in Art History – A student
majoring in art history will write a major paper on a
valid aspect of the history of art. Three hours. Staff.
Americas, including that found in the United States, the
Caribbean, and parts of South America. The course will
examine the Black aesthetic that has developed in the
Diaspora as a result of the trans-Atlantic slave trade, as
well as explore the ways in which art (both visual and
performance) has been used to define Black identity and
shape the political and social struggles of the 20th century. Offered every three years. Three hours. Staff.
227 – African and Oceanic Art –The arts of the many
cultures of Africa, Australia, and the Pacific are rich
with expressions of societal values and the dignity of
human experience. This course examines the forms of
beauty and myriad artistic forms, often so different from
Western art, which convey nonetheless the same joys
and fears, sorrows, and faiths.
Illustrated lectures,
museum visits. Three hours. Ms. Fisher.
228 – Oriental Art – This course will explore the fascinating artistic production of China and Japan, two countries closely interconnected through cultural and religious ties. The arts of these countries show at once persistent thematic continuity, and impressive stylistic
innovation throughout the centuries. We will examine
expressions in painting, sculpture, the decorative arts,
and architecture and their meaning and impact within
their social, economic, political, and religious context.
Three hours. Ms. Terrono.
235 – Islamic Art – The world of Islam began in the
Arabian peninsula, but spread rapidly to include lands
from Spain to India, Morocco to Uzbekistan. This course
acquaints the student with the architecture of mosques,
tombs, and palaces; the calligraphy and miniature paintings of manuscripts; and crafts of ceramics, glass, metalwork, and textiles. We also consider how faith interacts
with art, and art reinforces faith. Illustrated lectures and
museum visits. Three hours. Ms. Fisher.
240 – Women in the Arts – This course examines the
role of women in Western art in regard to the production,
promotion, and consumption of art from the
Renaissance to the Modern era. Topics include the social
constraints often placed upon women as active participants in the public sphere, the education of women
artists and their professionalization, the critical reaction
to their work, artistic couples, and the role played by
women as patrons in the arts. Slide illustrated lectures
and contemporary films. Three hours. Ms. Terrono.
305 – American Renaissance – The American Renaissance (1876-1917) was a period of intense contradictions: explosive economic expansion and the concomitant creation of monopolies, seen against an increasing
visible gap between the rich and the poor. Amidst the
impressive socio-economic changes that took place at
the turn of the century, architects, painters, sculptors,
and decorators of the American Renaissance created
some of the most outstanding and most sophisticated
examples of American art. The artistic production of the
Study Abroad Course Offered
at Wroxton College in England
ART3415 – The Development of British Painting –
Starting with an introductory study of such general topics as patronage, subject matter, and style, this course
follows the development of painting in Britain from its
earliest origins and European influences to the present
day. In addition to the use of slides, videos, and books,
special emphasis is placed on visits to view the wealth
29
Arts Management, Asian Studies
of Britain’s art on display in the great public and private
collections. This course satisfies the collegiate requirement in the Fine Arts. Three hours.
organizations. Prerequisite: AMGT 411. Application
required; see Internship Program. Three hours. Staff.
441 – Arts Management Internship in Music – This
course provides an opportunity for students to gain practical experience in the field of arts management.
Students may serve as interns with established musical
organizations. Prerequisite: AMGT 411. Application
required; see Internship Program. Three hours. Staff.
Arts Management
Professor Berry.
(Department of Arts)
This program aims to merge a knowledge and
appreciation of the visual and performing arts with a
foundation in the operating methods and business practices of the organizations and institutions which support
and administer the arts. Students electing the arts management major should select an emphasis from among
art, drama, or music.
Requirements for this degree program include a
series of courses common to all three available
emphases. The courses required of all arts management
majors, regardless of area of emphasis are: BUSN 213,
221, 222, 380, AMGT 411, AMGT 441 (choose art,
drama, or music emphasis), and the capstone seminar
FINA 481.
Students electing the art emphasis must also take:
STAR 240 or 241, which is the prerequisite to the rest of
this emphasis and should be taken during the sophomore
year; ARTH 201, 202, STAR 243, 251; and one from
among ARTH 227, 228, 235, STAR 252, and 253.
Students electing the drama emphasis must also
take: DRAM 111, three one-credit units of DRAM 310,
342, and six hours dealing with dramatic literature chosen from appropriate courses in drama, English, foreign
languages, or FLET. Students may wish to consult a
faculty member in drama for guidance on the dramatic
literature courses available.
Students electing the music emphasis should refer
to the “Music Industry Track” under the Music major
descriptions (see Music); they should also consult with a
faculty member in the music department.
Asian Studies
Professor Porter, Director; Professors Berry and Inge;
Associate Professors Munson and Terrono; Assistant
Professor Huff; Visiting Assistant Professor Brown;
Instructor Headrick; Senior Lecturer Wu.
Asia is an increasingly influential force in the global
arena, and educated citizens need to understand and
appreciate the richness of Asian culture and civilization.
As a reflection of its commitment to intercultural learning, the college offers an Asian studies minor that brings
together courses on the art, government, history, language, literature, philosophy, and religions of East and
South Asia.
The Asian studies minor consists of 15 hours drawn
from the courses listed below and those taken abroad if
pre-approved by the registrar and the program director. A
minor must include at least two courses from each group.
A number of Asian studies courses may be used as components of departmental majors and minors. The Asian
studies program encourages minors to consider the benefits of a study abroad and/or internship experience.
Group I: HIST 221, 290, 391, 392, 394, 396 and
397; PSCI 335; JAPN 221.
Group II: ARTH 228; ASTU 292, 450, 481-482;
CHIN 211, 212, 221, 311, 312; FILM 292;
ASTU/FLET 230, 231, 232; JAPN 211, 212, 220, 311,
312, 381, 382; PHIL 220; RELS 221, 225, 227, 255.
Asian Studies (ASTU) Courses
230 – Asian Literature: Islam and India - An introduction to the classics of Asian Literature with specific
attention to translated classic works by Muslim and
Hindu authors. Same as FLET 230. Offered alternate
years. Three hours. Mr. Inge.
231 – Asian Literature: China - An introduction to
Chinese Literature with attention to translated classics as
well as modern works of fiction and poetry. Same as
FLET 231. Offered alternate years. Three hours. Mr. Inge.
232 – Modern Japanese Literature in Translation This course will explore the literature of modern Japan.
In particular, the manner in which Japanese authors have
responded to the challenges of the 20th century such as
the construction of self, the quest for love, the role of the
family, Japan's relations with the rest of the world, the
war time state, the atomic bomb and the reconstruction
of postwar Japan, and colonial and post-colonial litera-
Arts Management (AMGT) Courses
411 – Principles of Arts Management – This course
aims to integrate the arts and management aspects of the
Arts Management program. It deals with the current status of the artist in today’s society, the interrelationships
between artistic and business concerns, and problems
and methods of administering art, drama, and music
organization. Three hours. Staff.
441 – Arts Management Internship in Art – This
course provides an opportunity for students to gain
experience in the field of arts management. Students
may serve as interns with established art galleries and
museums. Prerequisite: AMGT 411. Application
required; see Internship Program. Three hours. Staff.
441 – Arts Management Internship in Drama – This
course provides an opportunity for students to gain practical experience in the field of arts management.
Students may serve as interns with established theatrical
30
Asian Studies, Astronomy & Astrophysics
ining how these principles apply throughout the cosmos.
The minor in astrophysics consists of eight semester
hours in physics, the nine-hour astronomy core (ASTR
231, 232, and 235), and one semester hour of Observational
Astronomy Laboratory (ASTR 321). Required physics
courses are PHYS 151-152. The mathematics prerequisite
for the minor is MATH 132 or 142. ASTR 101 and its associated laboratory may be substituted for ASTR 321 with the
permission of the physics department. Students interested
in pursuing a minor in astrophysics need not major in
physics but should plan to take PHYS 151-152 as early as
possible in their college careers.
ture. The course will focus on reading and interpretation
of texts. Same as FLET 232. Offered alternate years.
Three hours. Mr. Munson.
290 – Introduction to East Asia – This course provides
an historical and cultural introduction to the societies of
China, Korea, and Japan, focusing on the period from
1800–present. In addition to discussing political and
social developments during the last two centuries, it will
also examine ways in which cultural production - literature, art, and film - has expressed and influenced social
attitudes. In turn, the course will consider imperialism
(Asian as well as Western) within East Asia, in its cultural, political, and economic manifestations; and the
impact and meaning of modernization and globalization
in the region. Finally, the course will explore the ways
in which local traditions and practices have resisted,
adapted, or succumbed to rapid and large-scale social
and economic change. Same as HIST 290. Offered in
alternate years. Three hours. Mr. Munson.
292 – Japanese Film as History: The Works of
Kurosawa Akira – This course serves as a general
introduction to postwar Japanese film through close
examination of several films of Kurosawa Akira, one of
the most celebrated directors in the history of the medium. Classic samurai drama such as "Rashomon," "The
Seven Samurai," and other period films will be the focus
of the course. Students will be introduced to basic theories and concepts in film studies, as well as topics in
Japanese history relevant to both the settings and production of the films. Close attention will also be paid to
issues of nationalism, gender, war, and cross-cultural
adaptation. Japanese language skills are not required.
Same as FILM 292. Offered alternate years. Four hours.
Mr. Munson.
450 – Internship in Asian Studies – Qualified students
may combine their classroom knowledge with practical
experience in internship placements; placements in Asia
will be considered. Students will complete a project
mutually agreed on by the student, the supervisor, and
the instructor. Open to juniors and seniors with the permission of the Asian studies program. Application
required; see Internship Program. Three hours. Staff.
481-482 – Special Topics in Asian Studies – These
courses focus on topics in Asian Studies not specifically
covered in the general curriculum and are designed to
meet the needs of advanced students. Prerequisite: permission of instructor. Three hours. Staff.
Astronomy & Astrophysics (ASTR)
Courses
101 – Introductory Astronomy – A one-semester survey course in contemporary astronomy in which students examine the present scientific understanding of the
universe and how that understanding has been achieved.
Topics covered include historical astronomy, the solar
system, stars and interstellar medium, galaxies, and cosmology. The laboratory component of the course allows
students hands-on experience in some of the measurement processes used in modern astronomy, and includes
use of the Keeble Observatory. This course partially fulfills the Area of Knowledge requirement as a natural science with laboratory. Four hours. Mr. Spagna.
231-232 – Astrophysics I, II – A two-semester
sequence which provides an overview of contemporary
astrophysics. Emphasis is placed on understanding the
methods of investigation used in modern astronomy, and
the interaction between theory and observation. Topics
include planets and the solar system, the interstellar
medium, stars and star formation, stellar evolution,
galaxies, and cosmology. Prerequisites: PHYS 152 and
MATH 132 or 142. Each semester of this course partially fulfills the Area of Knowledge requirement as a
natural science without laboratory. Offered alternate
years. Three hours each term. Mr. Spagna.
235 – Historical and Philosophical Foundations of
Astronomy – An investigation of the historical background and philosophical/theological context of modern
astronomy. Emphasis is placed on the evolution of our
ideas of the cosmos, and of the development and cultural
significance of new technologies applied to astronomical
research. Beginning with early creation myths – including
the Biblical accounts in Genesis, the Babylonian Enuma
Elish, classical Greek cosmologies, and several nonWestern traditions – we examine the roles and interaction
of astronomical concepts with the culture in which they
are immersed. The rise of “modern science” through the
Copernican and Newtonian revolutions, and the 20th century developments of relativity and quantum mechanics
are studied to see how they changed both the technology
available, and the underlying world view of astronomers
and society. This course fulfills the Cross-Area
Astrophysics
Associate Professor Spagna.
(Department of Physics)
The program leading to a minor in astrophysics provides the student with a unique perspective for understanding the physical universe. A basic foundation in classical and contemporary physics is strengthened by exam-
31
Astronomy & Astrophysics, Biology
Requirement as an multidisciplinary course. Offered
alternate years. Three hours. Mr. Spagna.
321 – Observational Astronomy Laboratory – A onesemester laboratory course which explores the techniques of optical astronomy, including the use of astronomical coordinate systems, photography, photometry,
and spectroscopy. Extensive use is made of the facilities
of the Keeble Observatory. Students are expected to
demonstrate through written and oral reports competency with the apparatus and understanding of the phenomena observed. Prerequisite: PHYS 152. Offered alternate
years. One hour. Mr. Spagna.
activities, and expected outcomes of the proposed capstone, must precede the capstone experience. The capstone experience will normally be undertaken in the
senior year and will consist of at least one course of
three or more semester hours that involves experiential
learning, a service learning opportunity, a library
research project, original laboratory research, or some
combination of these. Biology majors planning to pursue advanced degrees in biology or medicine are strongly urged to complete a two-semester research project as
their capstone.
All biology students are also encouraged to participate in research earlier in their college career by taking
research courses and by participating in summer
research through the College's Summer Undergraduate
Research Fellowship program (SURF).
Many graduate and professional programs require
the completion of additional courses in biology, chemistry, physics, and the humanities. Prospective biology
majors should meet with a departmental adviser in the
career area(s) of interest at or before the beginning of the
sophomore year. To assist and guide biology majors with
specific career goals, the biology department faculty is
organized into four committees. The advisory committees, their faculty members, and selected careers or subject areas are listed next:
Premedical Advisory Committee – Professor Foster (campus Pre-med Adviser), Professor Stevens - medicine, veterinary science, dentistry, pharmacy, physicians assistant, etc.
Allied Health Sciences Advisory Committee – Professors
Coppola, Martin, and Stevens - nursing, occupational therapy, medical technology, physical therapy, etc.
Ecology and Environmental Studies Advisory
Committee – Professors Gowan, Huber, and Lim-Fong
- behavioral ecology, physiological ecology, population
biology, community ecology, environmental studies,
marine biology, botany, etc.
Biomedical Research Advisory Committee –
Professors Coppola, Foster, Lim-Fong, and Stevens –
cell biology, forensic science, neuroscience, molecular
genetics, immunology, microbiology, etc.
The major in biology consists of Integrative
Biology I and II (BIOL 121-122); one course from a Cell
and Molecular Group (BIOL 200, 201, 311, 351, 352,
353, 432, 442, CHEM 407, CHEM 408); one course
from an Organismal Group (BIOL 181, 182, 202, 203,
230, 248, 251, 252, 302, 362); one course from an
Ecology/Evolution Group (BIOL 235, 260, 301, 310,
325, 332, 335, 480); BIOL 399; either BIOL 400 or 487488 or BIOL 496-498; and four additional biology courses at or above the 180-level. We encourage all students to
consider BIOL 350 (Biostatistics) as one of these four
additional electives. All biology majors must also complete a two-course sequence of supporting courses in
general chemistry with labs (CHEM 121-122).
Associate Professor Foster, Chair; Professors Coppola,
Gowan, and Martin; Assistant Professors Gubbels Bupp,
Huber, Lim-Fong, and Stevens.
Biology
Biology invites students to participate in the scientific study of living organisms in all their fascinating
complexity from molecular and cellular processes to the
functioning of the entire planet. Students majoring in
biology may satisfy their curiosity about the workings of
the natural world, define their strengths and interests,
and become lifelong learners in one of hundreds of biology-related careers.
All students undertaking a study of biology should
receive a thorough grounding in biological principles,
should understand the interdisciplinary connections
between biology and the other sciences, and should realize that our knowledge of biology is built on scientific
discovery. Our curriculum seeks to develop in students
the values, habits, and practices of a scientist by allowing them to actually do biology beginning in their freshman year, continuing in subsequent upper division
courses, and culminating in a capstone experience in the
senior year. Two innovative courses (BIOL 121-122,
Integrative Biology) taken during the freshman year
engage students in discovery-based laboratory exercises. Biology majors are subsequently provided with an
intensive and balanced learning experience by taking at
least one course from each of the three major sub-disciplines of contemporary biology including (1) cell and
molecular biology, (2) organismal biology, and (3) ecology and evolutionary biology. Each major then works
closely with an adviser to select courses for an individualized curriculum to prepare for a field in medicine,
allied health science, ecology and environmental science, or graduate studies in biology.
By fall of the junior year each student should identify a capstone adviser who will guide in the formation
of the capstone committee. The student then meets with
the capstone committee to design an individualized
experience that encourages integration of previous
course material, fosters independent learning, and prepares students for their professional life after college.
Biology 399, a one-credit course in which students produce a written proposal outlining the rationale, goals,
32
Biology
Students planning to major in biology should enroll
in BIOL 121-122 during their freshman year. CHEM
121-122 (General Chemistry I & II) should be completed by the end of the sophomore year. Depending on a
student's career goals, Physics 151-152 (Introductory
Physics I & II) and/or Chemistry 221-221 (Organic
Chemistry I & II) may be required. To obtain a B.S.
degree in Biology, MATH 131-132 (Calculus I & II) or
MATH 141-142 (Calculus with Mathematica I & II) is
required. Math 111 or 113 or BIOL 350 is recommended for all biology majors and minors.
A minor in biology consists of Integrative Biology I
and II (BIOL 121-122); one course from a Cell and
Molecular Group (BIOL 200, 201, 311, 351, 352, 353,
432, 442, CHEM 407, CHEM 408); one course from an
Organismal Group (BIOL 181, 182, 202, 203, 230, 248,
251, 252, 302, 362); one course from an
Ecology/Evolution Group (BIOL 235, 260, 301, 310,
325, 332, 335, 480). Supporting courses in general chemistry are recommended but not required by the minor.
A minimum grade of C- is required in all courses
used on the major or minor. All students must complete
both BIOL 121 and 122 with a minimum grade of C- as
a prerequisite for all courses numbered 180 and above.
Supporting courses in general chemistry are required for
the major and must be completed with passing grades.
Students double-majoring in biology, particularly those
with their second major in cognate disciplines, such as
math, physics, chemistry, and psychology should be
advised that they must still complete a biology capstone.
In particular, a senior research project in a cognate discipline will not serve as a biology capstone unless it has
a major biological component and otherwise meets the
goals of a biology capstone.
Biology (BIOL) Courses
121 – Integrative Biology I – This introductory course
is made up of a series of multi-week research modules
taught in a studio format. Module subjects in this
course will focus on organismal biology, form and
function, biological diversity, evolution, and ecology.
There will be two three-hour sessions per week during
which talking about biology and doing biology are
seamlessly integrated. The course is designed to encourage students to develop the values, habits, and practices
of a scientist. Students will learn the scientific method
and how it is employed including: how to make scientific observations and form hypotheses, how to plan and
conduct experiments, and how to display and
interpret data and communicate scientific results.
The course is designed for both science majors and nonmajors and can be used to partially fulfill the Natural
Science Areas of Knowledge Requirement. A minimum
grade of C- in both BIOL 121 and 122 is prerequisite to
all biology courses numbered 200 and above; however
the courses do not have to be taken in sequence.
Four hours. Staff.
33
122 – Integrative Biology II – This introductory course
is made up of a series of multi-week research modules
taught in a studio format. Module subjects in this course
will focus on cell structure, metabolism, and genetics
including molecular biology, gene structure, and regulation of expression. There will be two three-hour sessions
per week. The teaching pedagogy and overall educational objectives of this course are the same as those
described for BIOL 121. The course is designed for both
science majors and non-majors and can be used to partially fulfill the Natural Science Areas of Knowledge
Requirement. A minimum grade of C- in both BIOL 121
and 122 is prerequisite to all biology courses numbered
200 and above; however the courses do not have to be
taken in sequence. Four hours. Staff.
124 – Medicine’s Greatest Discoveries – This is a
course for students who are drawn to science and medicine and who are interested in learning the details of
some of the most significant medical discoveries of all
time. Of the thousands of such discoveries a relatively
few will be selected for detailed study. For each discovery, students will receive an account of the lives of the
scientist(s) principally responsible and the contributions
of others whose previous work led to the discovery or
which later continued the process of discovery in the
field. The course will also cover the scientific principles
involved in the discovery and will survey the historical
milieu in which the discovery occurred. The scientific
principles and techniques involved in and derived from
these discoveries will be further investigated through
first hand observations in the laboratory while a deeper
historical perspective will be obtained through field trips
to area medical museums. This course will not count on
the biology major or minor but it can be used to partially fulfill the Natural Science Areas of Knowledge
requirement. Offered January Term in alternate years.
Three hours of lecture/laboratory/field trips per day.
Three hours. Mr. Martin.
125 – Biology of Reproduction – A course in which
students study the processes which living systems use
for reproduction and the contexts in which those
processes occur. Both asexual and sexual processes will
be studied in their phylogenetic and ecological contexts.
The course will not count on the biology major or minor,
but it can be used to partially fulfill the Natural Science
Areas of Knowledge requirement. Offered alternate
years. Open to all students. Four hours. Staff.
127 – Cell Biology for the Citizen – This course will deal
with theories and concepts concerning the origin and evolution of life, the structure and functioning of cells as the
fundamental units of life, and the knowledge and methods
of classical and modern genetics by which disease may be
cured and modified life forms created. Students will be
introduced to basic concepts in chemistry and bioenergetics which will serve as a basis for understanding theories
of organic and cellular evolution; structure, functioning,
and metabolism of cells; and the molecular genetics of
Biology
prokaryote and eukaryote cells. Also covered will be the
methods of recombinant DNA technology, as well as the
social and ethical problems resulting from current and
future application of this knowledge. Laboratory topics
will clarify and support lecture concepts. The course will
not count on the biology major or minor, but it can be
used to partially fulfill the Natural Science Areas of
Knowledge requirement. Offered alternate years. Open to
all students. Four hours. Mr. Foster.
129 – The Human Machine – A study of the human
body and how it works through detailed analyses of its
organ systems. Special emphasis will be placed on
structure-function relationships and issues relevant to
health and disease. Laboratories will stress anatomical
and physiological investigation of body functions. Four
hours. Staff.
136 – Discovering Women in the Biological Sciences
– This course will examine the contributions of women
to the scientific discovery of major principles in various
biological fields. Basic biological principles in the various fields will be introduced, and biographies/autobiographies and scientific publications of
women working as scientists in those fields will be studied. The course will also explore the history and politics
of women’s involvement in biology and examine how
science has viewed women. The status of contemporary
women scientists and the difficulties they have encountered will be investigated. Laboratories will parallel
biological topics covered in class. Partially fulfills the
Natural Science Areas of Knowledge requirement and
counts on the major/minor in women’s studies. Three
class hours and three laboratory hours each week. Four
hours. Staff.
150 – Photographic Techniques in Biology – The student will be introduced to photographic techniques
which are useful in biological research. The theory and
practice of scientific photography will be covered along
with techniques for designing and producing effective
lecture slides and scientific journal illustrations. The
course does not count toward the biology major or minor.
Open to all current and prospective laboratory science
majors. Offered on demand. Four hours. Staff.
151 – Biological Diversity – An introduction to the
major concepts in conservation biology. The course will
examine the diversity found in species, communities,
and ecosystems; judge the economic and ethical value of
biological diversity to humans; investigate regions of the
Earth where most biodiversity is found; evaluate current
threats to biodiversity; and assess current practices and
policies used to protect biodiversity. Material from a
range of disciplines will be covered, including biology,
ecology, mathematics, social science, and public policy.
The course will not count on the biology major or minor,
but it can be used to partially fulfill the Natural Science
Areas of Knowledge requirement. Offered alternate
years. Open to all students except those who have had
34
EVST 103. Four hours. Mr. Gowan.
155 – Heredity – A course that explores the basic principles of heredity with emphasis on those topics that
describe inheritance patterns in humans. Concepts in
three major areas will be studied: classical, evolutionary,
and molecular genetics. The topics covered will include
cell structure and cell division, sexual reproduction,
Mendelian inheritance, probability and its application,
the genetics of populations, information flow and the
genetic code, replication of the genetic material, mutation, and genetic technology. Practical applications will
be emphasized. The course will not count on the biology major or minor, but it can be used to partially fulfill
the Natural Science Areas of Knowledge requirement.
Offered alternate years. Open to all students. Four hours.
Staff.
175 – Experimental Field and Laboratory Ecology –
The goals of the course are to present the major concepts
and principles of ecology and to investigate many of
these experimentally in field and laboratory study. The
major topics to be discussed include the abiotic environment, the nature of ecosystems and their functioning,
ecology of populations, behavioral ecology, and community structure and organization. Field and laboratory
study will involve the formulation and carrying out of
experiments relating to some of these ecological principles and concepts. Data from these studies will be analyzed and presented. The course will not count on the
biology major or minor, but it can be used to partially
fulfill the Natural Science Areas of Knowledge requirement. Offered alternate years. Open to all students. Four
hours. Staff.
181 – Biology of Algae, Fungi, & Allies – A detailed
study of the morphology, cytology, systematics, and evolution of bacteria, algae, fungi, and photosynthetic and heterotrophic protists traditionally covered in general biology
texts. Lectures will emphasize the life cycles and development of selected organisms whereas the laboratory will
allow students to gain first-hand knowledge of these
organisms by field collection and direct observation of living and preserved material. Research methods used in
studying these organisms will also be covered in the lecture and the laboratory. This course will be offered each
year in the fall term. Two lectures and two two-hour laboratory periods weekly. The course will count on the biology major or minor and can be used to partially fulfill the
Natural Science Areas of Knowledge requirement. Open
to all students. Four hours. Mr. Martin.
182 – Biology of Plants – An introduction to the higher
plants including bryophytes, seedless vascular plants,
gymnosperms, and angiosperms. Lecture and laboratory
exercises will be directed toward an understanding of
plant structure, function, and diversity. Emphasis will be
placed on understanding the vascular plant body resulting from the processes of growth, development, and
chemical interactions; plant evolution as a guide to
understanding form and function; and ecology as a way
Biology
of understanding how plants sustain the lives of humans
and the lives of all living organisms. The course will be
offered in alternate years. Two lectures and two two-hour
laboratory periods weekly. The course will count on the
biology major and minor and can be used to partially fulfill the Natural Science Areas of Knowledge requirement. Open to all students. Four hours. Mr. Martin.
200 – Genetics – A study of the major laws of inheritance and the cellular and molecular bases for these
laws. Topics will include cell division, Mendelian inheritance, linkage, recombination, quantitative inheritance,
probability theory and statistical applications in genetics, problem-solving strategies, population genetics, and
molecular genetics. Three lectures and one three-hour
laboratory session per week. Prerequisites: BIOL 121122. Four hours. Ms. Stevens.
201 – Cell Biology – An in-depth study of cells, their
organization, chemistry, and physiology. Topics to be
emphasized will include enzymes and enzyme action,
bioenergetics, mitochondrial and chloroplast structure
and function, lysosomes, golgi bodies, membrane systems, endocytosis, microtubules, nuclei, chromosomes,
mitosis, meiosis, protein synthesis, and gene regulation.
The laboratory will reinforce principles introduced in
the lecture and will provide students with a knowledge
of techniques used in cell biology. Three lectures and
one three-hour laboratory per week. Prerequisites: BIOL
121-122. Four hours. Mr. Foster.
202 – Plant Taxonomy – A field course emphasizing
the local flora and methods of identification and recognition of vascular plant species and families. Supporting
topics include vegetative and reproductive morphology,
natural history and ecology of Virginia plant species,
nomenclature, classification, ethnobotany, and economic botany. Field trips will be taken to local habitats of
interest. Three lectures and one three-hour laboratory
session per week. Prerequisites: BIOL 121-122. Four
hours. Mr. Martin.
203 – Non-vascular Plants - A detailed study of the
morphology, cytology, systematics, and evolution of
algae, fungi, and slime molds. Lectures will emphasize
the life cycles and development of selected organisms
whereas the laboratory will allow students to gain firsthand knowledge of these organisms by direct observation of living and preserved material. Research methods
used in studying these organisms will also be covered in
the lecture and the laboratory. Field trips for the collection and subsequent identification of specimens are
included in the laboratory. This course will be offered
each year in the fall term. Two lectures and two twohour laboratory periods weekly. Prerequisites: BIOL
121-122. Four hours. Mr. Martin.
230 – Ichthyology – An introduction to the study of
fish, the most diverse group of vertebrates on Earth with
over 20,000 species. This course will explore the evolutionary history, anatomy, taxonomy, physiology, ecol-
ogy, behavior, and zoogeography of these interesting
creatures. In lab we will collect and identify many of the
210 freshwater species in Virginia and learn about their
habitats, life-histories, and the problems we face in conserving this valuable resource. Offered alternate years.
Four hours. Mr. Gowan.
235 – Marine Biology – A field-oriented introduction to
the interrelationships between marine and estuarine
organisms and their environment. Lecture and lab sessions will focus on a general ecological survey of the
marine and estuarine environment stressing ecological
relationships at the individual, population, community
and ecosystem level. The role of adaptation will provide
a central theme as various habitats are explored through
field studies emphasizing quantitative data collection
and analysis. Prerequisites: BIOL 121-122. Offered
alternate years. Four hours. Staff.
248 – Entomology – An introductory course in entomology with emphasis on insect biology, diversity, and
identification. Lectures will consider insect structural
and functional relationships, behavior, ecological
aspects, and adaptive success. The first half of the laboratory deals with morphology, classification, and identification while the second half will be primarily field
study and collection of insects. An extensive collection
of representative orders and families is a major requirement for the course. Three lectures and one three-hour
laboratory per week. Prerequisites: BIOL 121-122.
Offered alternate years. Four hours. Staff.
251 – Human Anatomy and Physiology I – A study of
the normal structure (gross and microscopic) and functioning of the integumentary, skeletal, muscular, and
nervous systems of the human body. Laboratory work
emphasizes the anatomical aspects of the systems, using
a cat as a dissection specimen. Six hours of combination
lecture and laboratory per week. Prerequisites: BIOL
121-122. Four hours. Mr. Coppola.
252 – Human Anatomy and Physiology II – A study of
the normal structure (gross and microscopic) and functioning of the endocrine, circulatory, digestive, respiratory, excretory, and reproductive systems of the human
body. Laboratory work emphasizes the physiological
aspects of these systems, measuring human body function where possible. Six hours of combination lecture
and laboratory per week. Prerequisites: BIOL 121-122.
Four hours. Mr. Coppola.
260 – Vertebrate Field Biology – A field-oriented
course emphasizing field identification, natural history,
and ecology of all vertebrates in general and local
species in particular. Lectures will be devoted to a systematic survey of each vertebrate group emphasizing
evolutionary patterns and adaptations as well as ecological relationships both within and between groups at various taxonomic levels. The field portion of this course
will emphasize identification and student ecological
research in an effort to understand more fully the natur-
35
Biology
al history of local vertebrate fauna. Occasionally, laboratory sessions will be held to investigate comparative
morphology of major groups in an effort to understand
evolutionary relationships and functional adaptations
associated with major adaptive radiations. Two one-hour
lectures and one four-hour field laboratory per week. In
addition, 2-3 Saturday or weekend field trips will be
required during the semester. Offered alternate years.
Prerequisites: BIOL 121-122. Four hours. Ms Huber.
271/272 – Guided Research – These guided research
courses are intended to provide interested students an
opportunity to do research prior to the senior research
courses. Students will work with a biology faculty
member to develop and execute a research project.
Permission of a biology faculty member is required.
Students will be required to spend at least three hours
per week in the laboratory. Prerequisites: BIOL 121122. One hour each. Staff.
301 – Plant Ecology – A field and laboratory oriented
course emphasizing an ecological approach to a survey
of plants. Major topics of lecture and laboratory will
include allelopathy, plant-animal and plant-plant interactions, seed germination ecology, pollination ecology,
resource allocation, the ecology of disturbed habitats,
adaptations of successful and climax species, patterns of
intra-specific variation, reproductive strategies, conservation botany, and local flora. Three lectures and one
three-hour laboratory session per week. Prerequisites:
BIOL 121-122 or permission of the instructor. Offered
alternate years. Four hours. Staff.
302 – Animal Physiology – Physiological processes
which supply the basic requirements for life as an integrated organism will be examined. Selected examples
will be used to illustrate the diversity of physiological
mechanisms employed by various groups of animals.
Integrated physiological functioning of the organism in
its natural environment will be emphasized.
Prerequisites: BIOL 121-122. Offered alternate years.
Four hours. Staff.
310 – Freshwater Ecology – Same as EVST 310.
Offered alternate years.
311 – Microbiology – A study of the structure, function,
and practical significance of disease-producing and beneficial microorganisms. Lecture topics will include the
structure, physiology, genetics, and classification of bacteria, viruses, and disease-producing eukaryotes.
Disease production by microorganisms, disease pathology, and microbial control will also be discussed. The
laboratory will instruct students in the methods and procedures used in growth, identification, and control of
micro-organisms. Six hours of combination lecture and
laboratory per week. Prerequisites: BIOL 121-122.
Offered alternate years. Four hours. Ms. Lim-Fong.
325 – Ecology – A study of the descriptive and theoretical aspects of ecology and evolutionary biology.
Lecture topics include the following: the process of evo-
lution, ecosystem concepts, ecology of populations,
physiological ecology, community ecology, and energy
flow in ecosystems. Current ideas of evolutionary ecology will be integrated with the above topics to represent
the unifying nature of these two major areas of biology.
Laboratory periods will involve primarily field work in
local communities. Emphasis will be on sampling of
biological communities and analysis of ecological data.
Three lectures and one three-hour laboratory session per
week. Prerequisites: BIOL 121-122. Offered alternate
years. Four hours. Mr. Allen.
332 – Desert and Mountain Ecology – An intensive
study of ecological communities and biota of various
desert and mountain ecosystems of the Western United
States. The major part of the course will be a 1-3 week
field trip with emphasis on community characteristics
and adaptations of species to their habitats. Also included is practice in field identification and ecological survey techniques. Prerequisites: BIOL 121-122 and permission of the instructor. Offered alternate years. Three
hours. Staff.
335 – Evolution and Conservation in the Galapagos
Islands – The Galapagos Islands have captivated biologists and the general public for centuries. They were
instrumental in the formation of Charles Darwin’s theory
of evolution by natural selection, and they have become
a text book example of evolution in action. The
Galapagos are host to a wide range of endemic organisms
that can be observed nowhere else on earth. This course
will use the Galapagos Islands as a case study for studying evolution and conservation. Students will develop
independent research projects to investigate geographic
variation in native organisms, and they will explore how
particular organisms are being conserved in the
Galapagos. In addition, students will get first-hand experience working with researchers and policy makers in the
Galapagos Islands. Students will learn about the delicate
interplay between conservation of native organisms and
the affects of environmental policies on the economic
viability of the people who live in this archipelago. This
course travels to the Galapagos Islands. Prerequisites:
BIOL 121-122 and permission of the instructor. Offered
alternate years. Four hours. Ms. Huber.
342 – Developmental Biology – A survey of the major
concepts used to explain development in multicellular
animals and plants. The lecture will cover patterns and
mechanisms of development and how they apply to
major groups of organisms while the laboratory will survey the developmental patterns in major groups of
organisms. The influences of environmental constraints
and evolutionary ancestry will be discussed along with
the molecular mechanisms which have been described in
developing systems. Three lecture and three laboratory
hours per week. Prerequisites: BIOL 200 and 201.
Offered alternate years. Four hours. Staff.
350 – Biostatistics – An introduction to the design and
36
Biology
statistical analysis of experiments in the life sciences. An
integrated lecture/lab format directs students on how to
pose questions in the form of scientific hypotheses,
design valid experiments to investigate the questions,
and use appropriate statistical techniques to analyze the
data. Students will use computer statistical packages for
most analyses. Partially fulfills the collegiate mathematics requirement when not combined with statistics courses offered by the mathematics department. Counts on the
biology major/minor in those departments only. Not open
to freshmen. They may receive a total of seven hours of
credit for successful completion of a combination of
MATH 111 and BIOL 350, or MATH 113 and BIOL 350.
However, the two statistics courses may not be used
together to fulfill the collegiate requirement in mathematics. Computer intensive. Four hours. Mr. Gowan.
351 – Advanced Cell Biology – Designed for students
with an advanced interest in cell biology. Emphasis on
developing critical analysis and integration of the primary literature in cell biology, an understanding of the
common tools and approaches in cell biology. Basic
questions in the field will be investigated using light
microscopy, histochemical staining, immunofluorescence microscopy, transmission and scanning electron
microscopy, and related immunological applications.
SDS-PAGE and Western analysis of proteins, application of enzyme-linked immunosorbent assays
(ELISA’s), quantitation of proteins, and cell fractionation. Lecture and lab integrated into two three-hour sessions per week. Prerequisites: BIOL 200, 201 and
CHEM 121-122. Four hours. Mr. Foster.
352 – Research Methods in Cell and Molecular
Biology – An in-depth investigation into a few related
questions in cell and molecular biology using several
commonly used research methods. A laboratory-intensive course designed to provide upper-level majors with
the practical and conceptual basis for conducting
research in cell and molecular biology. Emphasis will be
placed on the basic far-reaching concepts of effective
written and oral communication, how to approach a biological question, how specific techniques work on the
molecular level, how the methods are best applied to
study a variety of research questions, and how to read,
understand, and critically analyze scientific literature.
Labs meet on two consecutive days to accommodate
overnight incubations. Students will actively set up, execute, and interpret experiments involving approaches
such as the Polymerase Chain Reaction (PCR), preparation and quantitation of nucleic acids, Northern analysis
or RNA, recombinant DNA manipulations, and recombinant protein expressions systems. Two three-hour laboratory sessions per week. Prerequisites: BIOL 200,
201, and CHEM 121-122. Recommendations: CHEM
221-222. Four hours. Mr. Foster.
353 – Molecular Genetics – An in-depth study of
advanced genetic concepts and current methods in molecular biology. Through the discussion of research
papers, students will gain an understanding of experimental approaches and learn to think critically about
experimental design and analysis of results. Laboratory
investigations will provide hands-on experience with the
applications of molecular techniques discussed in class.
Topics to be covered include genomics and bioinformatics, the molecular nature of mutations and DNA repair,
non-classical genetic inheritance, and the role of genetics in development and cancer. Lecture and lab integrated into two three-hour sessions per week.
Prerequisites: BIOL 200, 201, CHEM 122. Offered
alternate years. Four hours. Ms. Stevens.
399 – Capstone Proposal Preparation – Students will
work closely with their capstone committee to produce a
written proposal outlining the rationale, goals, activities,
and expected outcomes of the proposed capstone experience to be undertaken in the senior year. For those students
planning a one or two semester research project, the capstone proposal will take the form of a research prospectus
with literature review and detailed methods and materials
sections. Must be completed by the spring semester of
junior year. Prerequisites: BIOL 121-122, junior status and
permission of instructor. One hour. Staff.
400 – Biology Capstone – Students will pursue their
approved capstone proposal under the supervision of
their capstone committee. Students may choose a laboratory or library research project, experiential learning,
service learning opportunity, or some combination of
activities that best suits the student's educational and
professional goals. Though the activities to be undertaken may be quite varied, all capstones are expected to
have significant writing, reading, and speaking components that will engage students for at least nine hours per
week. Whatever the capstone experience, a final written report must be turned into the capstone committee by
the last day of classes in the term in which the research
is done. Prerequisites: BIOL 399, senior status, capstone committee approval. Three hours. Staff.
432 – Histology – A thorough survey of the normal
microanatomy of the human body. The relationship
between microanatomy and function is explored. The
structure, function, and classification of human cells and
tissues will be covered in detail, after which the tissue
composition of major human organs will be surveyed.
Prerequisites: BIOL 121-122. Offered alternate years.
Four hours. Staff.
442 – Immunology – An intensive study of the mechanisms which protect mammals from microorganisms
and abnormal cells. Humans and mice will provide the
best studied examples. Topics covered will include barrier layers, paraimmune mechanisms, cell-mediated
immunity, humoral immunity, control of immune reactions, and reactions to viruses, bacteria, fungi, protistan,
metazoans, cancer, transplanted organs, and implanted
embryos. Lab activities will illustrate immune components and immunological techniques. Three lectures and
37
Biology, Black Studies
chair before the last day of classes in the term prior to the
term in which the research is to be done. The proposal
must be approved by the biology department. A seminar
and a written thesis of publishable quality must be presented to the biology department prior to the last day of
classes at the end of the second term of biology honors.
The student must pass an oral examination in defense of
the thesis. Prerequisites: BIOL 399, junior or senior status, departmental approval, enrollment in good standing
in the Honors Program. Three hours each. Staff.
491-492 – Independent Study – Three or six hours. Staff.
496-498 – Senior Project – A special research problem
selected by the student in consultation with the biology
faculty. A detailed proposal (including a literature review
and a plan of research) must be submitted to the department chair prior to the last day of classes in the last term
of the student’s junior year. The proposal must be
approved by the biology department. A seminar and a written thesis must be presented to the biology department
prior to the last day of classes at the end of the second term
of the senior project. The student must pass an oral examination in defense of the thesis. Prerequisites: BIOL 399,
senior status, and departmental approval. Six hours. Staff.
one three-hour laboratory session per week.
Prerequisites: BIOL 121-122 and 201. Offered alternate
years. Four hours. Ms. Gubbels Bupp.
450 – Internships in Biology – This course provides
students with practical working experience in the biological sciences and requires a minimum of 130 hours of
work in a laboratory or field site. The nature of the project and the site is determined in consultation with a faculty supervisor and is approved by the department. A
paper and seminar on the internship work must be presented to the biology department by the last day of class
for the semester in which the internship is completed.
Some internships may, upon departmental approval,
substitute for BIOL 300. Otherwise BIOL 450 will not
count on the major program. Prerequisites: 54 semester
hours of class work, a minimum cumulative GPA of
2.25, and completion of at least five biology courses.
BIOL 399 is a prerequisite if an internship is substituted
for BIOL 400. Application required; see Internship
Program. Three hours. Staff.
480 – Evolutionary Biology – Evolution is the foundation on which all of biology rests. An understanding of
the mechanisms by which evolution occurs can give
insight into a variety of problems in fields ranging from
medicine to environmental science. This course first
addresses the evidence for evolution and the population
genetic mechanisms by which it can occur. One of these
mechanisms, natural selection, can result in adaptation
which is central to understanding much of the diversity
observed both now and in the past. Next, the role of
chance in evolution is examined in order to understand
that not all evolution proceeds by natural selection.
Central to this course is the concept of a species and the
processes by which new species may arise. This aspect
of evolutionary biology also encompasses the question
of classification. Do we classify organisms based on
similarity or relatedness? How can we know relatedness? Finally, we examine the process of extinction,
both locally and in the present and globally and in the
past, in an effort to understand patterns or trends over
time in diversity. Three lectures and one Three-hour lab
per week. Prerequisites: BIOL 121-122. Four hours.
Ms. Huber.
487-488 – Departmental Honors in Biology – The purpose of this sequence is to provide a comprehensive
introduction to the methods of scientific investigation for
the student who has demonstrated the capacity to do outstanding work in biology. The research problem will be
selected by the student after consultation with the biology faculty. Work on the problem should provide new
information about a topic or otherwise be classified as
original research. Considerable self-discipline and ingenuity on the part of the student will be expected. A
detailed proposal (including a literature review and a
plan of research) must be submitted to the department
Associate Professor London, Director; Professors
Jefferson, Klaaren, Malvasi, and Turner; Associate
Professor Hughes.
The minor in Black Studies presents an interdisciplinary approach to Black life. This approach examines
Africans and those of African descent in the Americas,
the Caribbean, and other areas of the world. The analysis of the interaction between those of African descent
and these other cultures includes an examination of
interracial, interethnic, and interclass issues. The disciplines that constitute this approach include anthropology, art history, fine arts, history, literature, philosophy,
political science, psychology, religion, and sociology.
The minor in Black Studies consists of a minimum
of 18 credit hours (consisting of at least six courses). A
minor must include both core courses in Group I (BLST
201/SOCI 225 and BLST 422), two courses in the
Humanities chosen from Group II (includes fine arts,
history, literature, or religion), one course in the Social
Sciences from Group III (includes political science, psychology, and sociology), and one or more additional
courses from Group II, Group III, or an elective from
Group IV. In addition to these courses students may
request permission from the Black Studies Council to
substitute appropriate first-year colloquia, Honors
courses, travel courses, internships, independent study,
or related courses toward the requirements for the minor.
Group I (Core Requirement): BLST 201/SOCI 225 and
Black Studies
38
Black Studies, Business
issues pertinent to Black studies. Students are to draw on
the ideas and themes in courses previously taken in the
minor and to connect these to some features of their major
discipline. A major research paper on a topic or theme not
covered in their course work should be one of the products
of this seminar. Three hours. Staff.
450 – Internship in Black Studies - Open to qualified
students who seek an immersion experience in a setting
consistent with their goals, preparation, and interests.
Students are expected to complete goals agreed upon by
themselves, their site supervisor, and their academic
supervisor. Prerequisite: Permission of program director.
Application required; see Internship Program. Three
hours. Staff.
BLST 422.
Group II (Humanities): ARTH 226, 227; BLST 381;
ENGL 255, 368; FLET 248; FREN 447; HIST 332, 337,
338; RELS 227, 275.
Group III (Social Science): BLST 160/PSYC 160; PSCI
328, 334; PSYC 175, 180; SOCI 230, 241, 260, 270.
Group IV (Electives): BLST 361, 362, 450.
Black Studies (BLST) Courses
160 – Culture and Psychology: An African
Perspective - The purpose of this course is to acquaint
the student with the theories and methodologies of
cross-cultural psychology and with the people and culture of Ghana. Special attention will be given to the
ways in which culture affects our beliefs and behaviors.
The format of the course will include lectures, discussions, and trips to a variety of locations including museums, markets, and theaters. The course will address the
broader question of universals and particulars in human
behavior. Same as PSYC 160. Three hours. Ms. Hughes.
201 – Introduction to Black Studies – This course is
the introductory course for the Black studies minor. It
will provide students with the background information
needed to understand the historical, social, political and
artistic issues that are the core of Black studies. The
course will also serve as a unifying foundation for the
interdisciplinary minor. Same as SOCI 225. Three
hours. Staff.
361 – National Model Organization of African Unity –
This is a course in which students prepare for and participate in the annual National Model Organization of
African Unity, held each March in Washington, DC.
Students research the foreign policy concerns of a particular African state, and then represent that state over an
intensive four-day model conference. Students from some
forty other institutions attend this conference as delegates
from OAU member states. Through simulation, augmented by briefings at African embassies in Washington, student delegates gain a better and clearer understanding of
the various determinants, capabilities, and constraints that
shape the domestic and foreign policies of each country as
well as the patterns of cooperation and conflict that characterize intra-African diplomacy. Prerequisite:
Permission of instructor. One hour. Mr. Turner.
362 – National Model Organization of African Unity
- Students in this course prepare for and apply to serve
as officers in the annual National Model Organization of
African Unity, held each March in Washington, DC.
Previous completion of BLST 361 is recommended.
Prerequisite: Permission of instructor. One hour.
Mr. Turner.
422 – Seminar in Black Studies – This seminar is the
capstone course for the Black studies minor. It will provide
students with the opportunity to analyze, in greater depth,
Business (BUSN) Courses
213 – Principles of Management – An introductory
study of the basic management principles and functions
as well as fundamental analytical management tools.
The course examines the role of the manager and creates
an awareness that any organization’s ability to perceive
and adapt to change rests with its management. In this
respect, a contingency view of management theory and
practice will be presented. This course will satisfy one
Social Science Area of Knowledge requirement. Not
open to freshmen. ECON 201-202 or 203-202 are highly recommended. Three hours. Mr. Lowry and Mr.
Showalter.
221 – Accounting I – An introduction to accounting
practices and principles including preparation of financial statements from journals and ledgers. Students
should plan to continue with BUSN 222 and should
expect to complete many time-consuming homework
assignments. Students should be able to prepare proper
financial statements from accounting records. Not open
to freshmen. Three hours. Ms. Staples or Mr.
Woodward.
222 – Accounting II – A continuation of BUSN 221.
Major topics include corporation organization and
stockholders’ equity, corporation operations to include
earnings per share and dividends, income taxes, and cost
accounting systems. As in BUSN 221, primary focus is
on theoretical concepts and the procedures for gathering,
reporting, and analyzing business financial data. Not
open to freshmen. Prerequisite: BUSN 221. Three hours.
Ms. Staples or Mr. Woodward.
226 – Business Law – An introduction to basic legal
concepts applicable to ordinary commercial transactions
with emphasis on the uniform commercial code as it
relates to contracts, agencies, and the several related
types of business organizations. Students are expected to
develop the ability to read legal cases and abstract the
essential legal precedents for establishing responsibility.
Not open to Freshmen. Three hours. Staff.
310 – International Business Concepts – A study of
39
Business
the various environmental forces that affect business
decisions in the international market. Topics include
international trade, monetary systems, and foreign social
and political forces. Methodological concepts are presented in order to effectively analyze these topics. Not
open to freshmen. Three hours. Mr. Showalter.
313 – Organizational Behavior/Organizational
Psychology – This course applies psychological and
organizational theories, models, and research toward
developing managerial competencies needed to analyze,
understand, predict, and guide individual, group, and
organizational behavior. Emphasis is placed on viewing
the organization as a social phenomenon. Specific topic
areas include: group dynamics, communication, conflict
and negotiation, motivation, leadership, and organizational culture. Prerequisite: BUSN 213 or PSYC 200.
Same as PSYC 343. Three hours. Mr. Showalter.
321 – Intermediate Accounting I – An intensive study
of the generally accepted accounting principles for asset
valuation, income measurement, financial statement
presentation for business organizations, and the process
through which these principles evolve. Prerequisites:
BUSN 221-222. Three hours. Ms. Staples.
322 – Intermediate Accounting II – A continuation of
BUSN 321, with emphasis on accounting for the equities of a firm’s investors and creditors and the in-depth
analysis of financial statements. Special problem areas
in financial accounting include accounting for leases,
pensions, and income taxes. Prerequisites: BUSN 221222, 321. Three hours. Ms. Staples.
336 – Financial Management – An introduction to the
major concepts and principles in corporation finance.
Emphasis is placed on an analysis of the acquisition of
funds from alternative sources and the allocation of
those funds within an enterprise. Major topics include
taxation, financial analysis and planning, working-capital management, capital budgeting and capital structure,
and financial instruments and markets. Prerequisites:
BUSN 213, 221-222, MATH 111 (or 113), ECON 202.
Three hours. Mr. Lowry.
342 – Production and Operations Management – A
course that examines the role of a productions manager
responsible for planning, organizing, and controlling the
conversion system of a firm. Models are used to determine factory layouts, job designs, and production schedules as well as to monitor inventory and production
quality requirements. Included also is a discussion of the
behavioral dimensions within production operations and
an analysis of the interrelationships of the production
function with other business functions. Students will
incur additional costs for project materials.
Prerequisites: BUSN 213, MATH 111 (or 113). Offered
alternate years. Three hours. Mr. Lowry.
362 – Cost Accounting – A course that centers on managerial planning and control functions, mainly in the context of a manufacturing organization. The scope of the
material covered includes cost accumulation methods;
the reporting and departmentalization of factory overhead for product costing and cost control; the planning of
sales, costs, and profits; and analytical techniques of budgeting. Prerequisites: BUSN 221-222 or permission of
the instructor. Three hours. Mr. Woodward.
367 – Auditing – A study of auditing standards and procedures. Major topics include professional auditing standards, audit reports, ethics, legal requirements, audit
programs, working papers, and internal controls.
Prerequisites: BUSN 221-222 or permission of the
instructor. Three hours. Mr. Woodward.
370 – International Finance – This course studies
international monetary and financial relationships at
both the country level and the level of the firm. In
today’s interdependent world, a knowledge of fiance at
the international level has become an important component in the education of the next generation of economists and business people. Topics covered include
exchange rates, international capital markets, monetary
arrangements, foreign exchange risk, and interest rate
policy. Prerequisite: ECON 201 or 203. Not open to
freshmen. Three hours. Mr. Lowry.
372 – Tax Accounting – A study of taxation with primary emphasis on the theory, structure, measurement, and
significance of the federal income tax insofar as it affects
the decision-making process of households and businesses. Attention is also paid to the development of tax planning techniques and to the issues surrounding tax compliance problems. Prerequisites: BUSN 221-222 or permission of the instructor. Three hours. Mr. Woodward.
375 – Government and Not-for-Profit Accounting This course studies the role of accounting in the management of resources entrusted to government and notfor-profit entities, including accounting and reporting
standards of accounting in municipalities and not-forprofit entities such as hospitals, charitable and health
organizations, and colleges and universities.
Prerequisites: BUSN 221-222. Offered every three
years. Three hours. Ms. Staples.
380 – Marketing Analysis – A study of the structure
and functions of the systems of marketing and an analysis of marketing techniques. Students will be expected to
make a primary analysis of basic marketing problems
and offer some solutions. Prerequisite: BUSN 213.
Three hours. Mr. Showalter.
385 – Accounting Information Systems – An introduction to the subject of information system’s role in
accomplishing the objectives of financial accounting,
tax accounting and auditing, includes an understanding
of basic control structure for specific accounting cycles
and computerized transaction processing systems.
Analyzes controls for manual and computerized systems, including database systems. Prerequisite: BUSN
222. Offered every 3 years. Three hours. Ms. Staples.
40
Business, Chemistry
421 – Advanced Accounting – The study of complex
financial accounting issues including business combinations, consolidated financial statements, bankruptcies,
and partnerships. Prerequisites: BUSN 221-222, 321
and ECON 201/203-202. Offered every three years.
Three hours. Ms. Staples.
422 – Operations Research – A course designed to
acquaint the student with the application of modern
quantitative techniques to the analysis of corporate decisions. Among the quantitative techniques applied are
linear programming, integer programming, simulation,
queuing techniques, and network models. The use of the
college’s computers will be an integral part of this
course. Prerequisite: BUSN 213. Offered alternate
years. Three hours. Mr. Lowry.
425 – Business Policy – A capstone course affording
students an opportunity to tie together their exposure to
the concepts embodied in economics, marketing,
finance, management theory, and the behavioral and
social sciences and to develop an understanding of how
these concepts can be incorporated into real-world situations within an organization. Attention is focused on
the strategic planning and policy-making functions.
Prerequisites: BUSN 213, 221. Open to seniors only.
Three hours. Mr. Showalter.
436 – Investments and Securities Analysis - This
course provides an in-depth study of investments, securities analysis, and portfolio management. Through a
rigorous and comprehensive review of a variety of
empirical studies, students will explore the modern
developments in this relevant area of financial theory.
Following background development, topics of study will
include capital market theory and efficiency, valuation
of pricing and portfolio theory, and financial derivatives.
Prerequisite: BUSN 336 or ECON 361. Offered alternate years. Three hours. Mr. Lowry.
450-451 – Internship in Business – The course provides an opportunity for students to gain practical experience in the field of economics and business using the
principles, concepts, and methodology covered in regular course offerings. Students may serve as interns in
such places as banks and other depository institutions,
manufacturing firms, brokerage houses, and government
agencies. Emphasis is placed on the idea of learning
while in a work environment – not on working for its
own sake. Prerequisites: departmental approval, junior
or senior status and at least a 2.25 GPA. Application
required; see Internship Program. Three hours. Staff.
452 – Internship in Accounting – This course provides
an opportunity for students to gain practical experience
in the field of accounting by using the principles, concepts, and methods covered in regular course offerings.
The students will serve as interns in organizational settings where accounting practices and principles are routinely performed. Prerequisites: BUSN 321 plus one
accounting elective, departmental approval, junior or
senior status, and at least a 2.25 GPA. Priority will be
given to students with a major or minor in accounting.
Application required; see Internship Program. Three
hours. Staff.
481-482 - Selected Topics in Business – This course is
designed to investigate a field of specialized analysis in
business. The topics considered will change with each
offering. Prerequisites: ECON 201-202 or 203-202 and
BUSN 213. Offered as needed. Three hours. Staff.
491-492 – Senior Independent Study – See ECON
491-492. At least a 3.25 cumulative GPA and approval
by the Curriculum Committee are required.
Study Abroad course
offered at Wroxton College in England
IBUS2201 – Fundamentals of International Business –
The first half of the course depicts the economic background to transnational business, including international
trade, exchange rates, and sources of capital. In the second half, operational aspects of multinational corporations are considered and strategies for maximizing
opportunities and minimizing risks in international business are outlined. Students may receive credit for either
this course or BUSN 310, but not for both. Three hours.
Professor Schreiner, Chair; Associate Professors
Marchetti and Thoburn; Assistant Professors Green and
Michelsen.
Major requirements
Each student must confer with the major adviser to
plan a program that takes into account specific interests
and career aims. The major requirements have been
designed to meet the educational needs of students interested in careers in chemistry, medicine, K-12 education,
forensics, business, and law. An American Chemical
Society (ACS) certified major is recommended for students interested in pursuing graduate study in science
and engineering, or who wish to enter the chemical work
force directly after graduation.
Chemistry majors can select among four different
programs of emphasis: General Emphasis, Biochemistry
Emphasis, Research Emphasis (ACS-certified
Chemistry major), and Forensic Science Emphasis.
Core requirements
Every chemistry major needs to complete the following courses with a C- or better regardless of the
emphasis chosen: CHEM 121-122 or CHEM 200, 221222, 311, 321, 322, 325, 415, 441L. PHYS 151-152 and
MATH 131-132 or 141-142 are also required.
General Emphasis
In addition to the core requirements, the following
Chemistry
41
Chemistry
course is designed to introduce students to both medical
and paramedical professions. Over a one-semester period of time, students will hear from experts in many of
the major areas of medicine, surveying requisites to
entry, current lifestyle and average pay within each field,
and future potential of each specialty area. Included in
this survey will be information on how to gain exposure
to different areas of the medical professions (internships, volunteering, etc.), where to apply, and an introduction to the application process. Prerequisite: CHEM
121 or BIOL 121. One hour. Staff.
111 – Chemistry for the Citizen - This course, intended for non-science majors, uses familiar topics to introduce chemical concepts. The module, “Can we Find a
Cure for AIDS?” discusses the problem of AIDS in our
society, including why and how AIDS is spread as well
as background on the disease itself, and focuses on
organic chemistry principles. The module "The Art of
Faking It" discusses the chemistry behind forgery, particularly art forgery. Various spectroscopic techniques
will be discussed, and inorganic chemistry is introduced.
The final module, “Rock Climbing, Kayaking, and
Cycling: The Chemistry of Outdoor Sports,” explores
the world of polymer chemistry by taking an in-depth
look at the materials which are used in outdoor sporting
equipment. Four hours. Ms. Marchetti.
116 – What’s Cooking – This course is intended to
introduce students to the chemical nature of foods and
the chemical and physical transformations that occur
during the preparation and cooking of those foods.
Potential topics to be investigated, both in class and in
the laboratory, include the action of leavening agents in
the rising of doughs and batters; the preparation and
chemistry of mayonnaise and other colloidal foods; the
nature of cocoa and chocolate and how they are produced; the processes occurring during the preparation of
ice cream; the chemistry and microbiology of food
spoilage and contamination, and how foods may be safely prepared and stored; and the relative advantages and
disadvantages of different sources of heat and of different cooking utensil materials used in cooking. Not open
to students who have completed GNED 115-116. Four
credits. Staff.
117 – Drugs and the Body – From cocaine, marijuana,
and meth to aspirin, caffeine, and alcohol, drugs (both
legal and illegal) permeate today’s society. In this
course, intended for non-science majors, students will
learn about what drugs are, where they come from and
how they are made through an integrated lecture and lab.
In addition, students will learn about drug testing and
what happens to a drug in the human body. Not open to
students who have taken FYEC 136. Offered alternate
years. Four hours. Ms. Green.
121-122 – General Chemistry – This two-semester lecture and laboratory sequence is designed to prepare science majors for an in-depth study of the fundamental
courses need to be completed with a C- or better:
CHEM 312, 341L or 342L, 442L or CHEM 496-498
(strongly recommended) and two other three credit
courses at the 300 or 400 level.
Biochemistry Emphasis
Recognizing the unique interdisciplinary area of
biochemistry, the department has created an emphasis in
biochemistry. Students intending to pursue an advanced
degree in biochemistry or those intending to go to dental, medical, or veterinary school normally choose this
program. It is essential that students pursuing this program of emphasis enroll as freshman in CHEM 121-122.
In addition to the core requirements, the following
courses need to be completed with a C- or better: CHEM
341L or 342L, 407, 407L, 408, 442L or 496-498. BIOL
121-122, and BIOL 201 or 311 are also required.
Forensic Science Emphasis
This program of study is designed for those students intending to seek employment in a state or federal
crime lab or for those students intending to pursue an
advanced degree in criminalistics. In addition to the core
requirements, the following courses need to be completed with a C- or better: CHEM 125, 341L or 342L, 400,
442L or CHEM 496-498. SOCI 224 or SOCI 322 or
PSYC 342 or PSYC 350 or PSCI 327 is also required.
Research Emphasis (ACS-certified)
The chemistry department and its program are
approved by the American Chemical Society (ACS), and
its students can graduate with an ACS-approved degree.
This degree program is normally chosen by students
intending to enter the chemical industry or pursue graduate studies in chemistry. In addition to the core requirements, the following courses need to be completed with
a C- or better: CHEM 312, 341L, 342L, 405, 407, and
496-498. CHEM 251-252, 351-352 or a summer
research experience are strongly recommended.
Pre-Education Studies
A course of study is available for students minoring
in education and planning to obtain an endorsement in
chemistry. Students are encouraged to contact
Dr. Marchetti as early as possible.
Minor requirements
Students who minor in chemistry should complete
a minimum of four credit hours beyond CHEM 221-222
with a grade of C- or better. Students may choose from
the following: CHEM 311, 321, 341L, 342L, 402, 403,
405, 407, 407L. The four credit hours must include a
laboratory experience beyond CHEM 221-222.
Chemistry (CHEM) Courses
100 – Introduction to Health Care Professions – This
42
Chemistry
learn the chemical mechanisms behind the fermentation
of natural substances to produce ethanol, as well as the
analytical instrumentation used in the quality control,
verification, and identification of wines from around the
world. The travel portion of the course will include tours
of wineries, visits to departments of enology and viticulture at research universities, visits to wine laboratories, and hands-on experience in winemaking. Three
hours of lecture and one three-hour laboratory session
per week. Four hours. Mr. Schreiner and Ms. Marchetti.
200 – Basic Inorganic Chemistry – This course presents
the topics of nuclear chemistry, atomic structure, multielectron atoms and bonding, periodicity, the chemistry of
ionic compounds, generalized acid-base theories, kinetics,
thermodynamics, and transition metal chemistry. All of
these topics are presented in the context of both historical
and contemporary applications. The laboratory includes
experiments used in inorganic synthesis directly related to
topics covered in lecture, including an introduction to molecular modeling, spectroscopic methods of characterization, and classical methods of analysis. Prerequiste: It is
recommended that only science majors enroll in this
course. Two years of high school mathematics, one year
of high school chemistry (two recommended) are helpful.
Four hours. Mr. Schreiner.
221-222 – Organic Chemistry – Fundamental facts,
theories and nomenclature of organic compounds, and
their reactions are discussed. Students study such topics
as structural theory, stereochemistry, and reaction mechanisms, as applied to basic physical, chemical and spectroscopic properties of aliphatic, alicyclic and aromatic
hydrocarbons, mono-, di- and polyfunctional compounds, including some natural products and biomolecules. Students will use molecular modeling software to
gain a better understanding of the intricacies of molecular structures and reactivity. Most of the information
covered in this course is prerequisite to biochemistry,
medicinal chemistry, other advanced chemistry and
some biology courses. Prerequisite: CHEM 122, CHEM
200, or CHEM 321. CHEM 221 is a prerequisite for
CHEM 222. Three hours of lecture and three hours of
lab. Four hours each. Mr. Thoburn.
251-252, 351-352 – Directed Study in Chemistry –
These courses are designed for students wishing to work
on a research project prior to the senior year. Interested
students may select a project in consultation with a faculty member and work under his/her supervision.
Permission of a chemistry faculty member is required.
The student is required to spend at least three hours per
week in the laboratory. Permission of instructor. One
hour each. Staff.
311-312 – Physical Chemistry – Application of the
laws of physics to chemical phenomena will be examined. An attempt is made to provide a theoretical foundation for the study of the other disciplines of chemistry,
and applications are drawn from these disciplines when-
principles of chemistry. In the fall semester concepts of
structure and composition of matter (the atomic model
and the periodicity model) and bonding (models for
ionic and covalent compounds) are discussed. In the
spring semester concepts in equilibrium and dynamics
will be presented: chemical reaction equilibria; thermochemistry, entropy, and free energy; rates, extent, and
types of reactions. Applications of these concepts to our
daily lives will be highlighted. CHEM 121 is a prerequisite for CHEM 122. Four hours each. Mr. Schreiner,
Ms. Marchetti, and Ms. Green.
125 – Chemistry and Crime: From Sherlock Holmes
to Today’s Courtroom – In this course the student will
acquire an understanding of the methods and techniques
used in crime detection. Topics as diverse as microscopy,
toxicology, serology, fingerprinting, and document and
voice examination, as well as arson and explosives investigation will be examined. Extensive use of case studies
will be made emphasizing the role that the forensic scientist played in the detection and solution of the crime.
Three hours of lecture and one three-hour laboratory session per week. Four hours. Ms. Marchetti.
130 – Environmental Chemistry – This course will
provide students with an interdisciplinary understanding
of the chemical processes that govern environmental
phenomena including “global warming,” the “ozone
hole,” and “biomass conversion.” Students will also
investigate public policy surrounding these issues, as
well as the relationship of these issues to physics, biology, and environmental science. Three hours of lecture
and one three-hour laboratory session per week. Offered
alternate years. Four hours. Staff.
150 – Science in the Movies: From Frankenstein to
Star Wars – Science-fiction films have an enduring popularity, perhaps because they often reflect both the
dreams and the anxieties that the public has about science. Whether the science is good or bad, this type of
film often attracts scientists as well as the general public.
This course focuses on scientific principles and ethical
issues in science-fiction films. Students will view a
series of movies that have themes related to astronomy,
biology, chemistry, computer science, physics, and psychology. Some of these themes are: artificial intelligence, alien life forms, behavior modification, evolution,
robotics, and space travel. A combination of lecture and
discussion pertaining to its scientific content will follow
each film. Course meets for six hours per week, including laboratory. Same as PHYS 150. Offered alternate
years. Four hours. Mr. Schreiner and Mr. Spagna.
160 – Chemistry of Winemaking – Students will
become familiar with the various systems of classification of wine and develop an understanding of the grape
plant, its variety, and taxonomy. The course will include
detailed coverage of the production of wine from vine
planting and vineyard care to harvesting, fermentation,
bottling, aging, and shipping. In addition, students will
43
Chemistry
400 – Chemical Internship – This course is designed to
introduce chemistry majors who express an interest in
pursuing a career in chemistry to industrial and institutional research and development. Each student will
spend four weeks (five days per week) in an industrial or
institutional scientific laboratory. Actual work performed will be determined by on-site supervisors.
Prerequisites: departmental approval. Offered as needed
during January term. Enrollment is limited. Application
required; see Internship Program. Three hours. Staff.
401 – Advanced Experimental Chemistry – A student
who wishes to work on a research project for eight hours
per day, five days per week, for four weeks during the
January term will have the opportunity to do so in this
course. Daily logs, weekly reports, and a final report
must be written to the satisfaction of a faculty supervisor. Prerequisite: departmental approval. Offered as
needed during January term. Three hours. Staff.
402 – Medicinal Chemistry – This course is offered
for those students who want to pursue a career in some
area of the health-related sciences. It should be of interest to both chemistry and biology majors. Studies are
made of the chemical structures of drugs and their
direct influence on pharmacological activity. Many
classifications of drugs are covered, and emphasis is
placed on structures, mechanisms of action, and structure-activity relationships. Students are expected to
obtain an understanding of the structural features of
drugs which cause them to produce various types of
biological responses. This basic understanding will support further studies in such fields as medicine, dentistry,
biochemistry,
or
pharmaceutical
chemistry.
Prerequisite: CHEM 222. Introductory biology is helpful, but not required. Offered alternate years. Three
hours. Ms. Green.
403 – Polymer and Material Science – This course provides an in-depth study of the chemistry behind polymeric materials. The course will focus on an in-depth
examination of various polymers and ceramics, including reaction mechanisms, structural variations, energy of
formation, and methods of characterization. Students
will learn to perform various statistical and kinetic calculations in relation to polymer formation. Students will
also learn the chemical basis behind the physical properties of polymers and the engineering methods used to
test such factors. Prerequisites: CHEM 222, Math 132 or
142. Recommended: CHEM 311-312. Three hours. Ms.
Marchetti.
405 – Advanced Inorganic Chemistry – This course
offers chemistry majors an in-depth study of the fundamental principles of inorganic chemistry. Topics such as
bonding, molecular geometry, and the chemical reactions
of ionic, covalent, and metallic substances will be discussed. Concepts of acid-base chemistry (BronstedLowry, Lewis, Drago, and Lux-Flood systems) will be
examined. The student will study the synthesis, structure,
ever possible. Topics considered include chemical thermodynamics, including its application to thermochemistry, phase equilibria, electrochemistry, and surface
chemistry; the kinetic theory of gases and statistical
mechanics as applied to chemical systems; chemical
kinetics, including the treatment of rate data and the theory of rate processes; and quantum theory as applied to
the spectra and structure of atoms and molecules.
Prerequisites: CHEM 122, CHEM 200, PHYS 152, and
MATH 132 or 142. CHEM 311 is a prerequisite for
CHEM 312. Three hours each. Ms. Michelsen.
321 – Quantitative Chemical Analysis – This course
presents the theory and techniques necessary for quantitative analysis of chemical systems at equilibrium.
Topics covered will include volumetric and gravimetric
analysis, acid-base chemistry, electrochemistry, spectrophotometry, and chromatography. Laboratory investigations will involve wet chemical methods and introductory instrumental techniques to analyze quantitatively the components of complex mixtures. Statistical
methods will be used to interpret the analytical results.
Prerequisite: CHEM 122. Four hours. Ms. Marchetti.
322 – Instrumental Methods of Analysis – In this course
the student will acquire an understanding of the fundamental principles upon which modern measuring devices
are based and the type of information an instrument can
contribute to a chemical analysis. Among the methods
studied will be UV/VIS, fluorescence, IR, NMR, AA and
mass spectroscopy, and gas and high pressure liquid chromatography. Prerequisites: CHEM 222 and PHYS 152.
Offered in alternate years. Three hours. Ms. Marchetti.
325 – Introduction to Research – This course is
designed to introduce chemistry students to the principles and techniques of chemical research. Topics covered include chemical literature searching, research proposal writing, oral presentation, experimental design,
the principles of laboratory safety, and scientific ethics.
This course serves as a prerequisite to CHEM 442L and
CHEM 496. One hour. Staff.
341L-342L – Advanced Chemistry Laboratory I and
II – Application of chemical experimental techniques to
a variety of problems. Both wet chemistry and instrumental techniques will be used as necessary.
Experimental projects will be drawn from a variety of
applications of chemistry. For some exploratory projects, students will research and develop experimental
procedures. Students will be expected to demonstrate
their understanding of the work done through performance in laboratory, analysis of data, and written and
oral laboratory reports. Prerequisite: CHEM 221. One
three-hour laboratory. One hour each. Ms. Michelsen.
381-382 – Special Topics in Chemistry – These courses focus on areas of chemistry not specifically covered
in the general curriculum and are designed to meet the
needs of advanced students. Prerequisites vary according to offering. Three hours. Staff.
44
Chemistry, Chinese
tor. One hour. Mr. Schreiner.
properties, and periodic trends of the main-group elements as well as the coordination chemistry and descriptive chemistry, bonding, spectroscopy, thermodynamics,
kinetics, and structure of the compounds of the transition
elements. Applications to organometallic chemistry and
bioinorganic chemistry will be introduced. This course is
required for an ACS-approved degree. Prerequisite:
CHEM 312 or permission of the instructor. Offered alternate years. Three hours. Mr. Schreiner.
407 – Biochemistry I – An in-depth study of the chemistry of living systems. A major theme of the course will be
the relationship between molecular structure, function, and
regulation. Topics to be covered will include: structures of
amino acids, proteins, lipids, carbohydrates, and nucleic
acids; protein folding; enzymes, enzyme kinetics, and regulation; protein-ligand interactions; multivalent interactions. Prerequisite: CHEM 222. Introductory biology is
helpful, but not required. Three hours. Ms. Green.
407L – Biochemistry I Lab – This course is the laboratory companion to CHEM 407. The course is project-based
and will focus on techniques in protein chemistry such as
expression, purification, identification, manipulation, and
enzyme kinetics. Co-requisite: CHEM 407. One threehour lab session per week. One hour. Ms. Green.
408 – Biochemistry II – A continuation of the in-depth
study of the chemistry of living systems. A major theme
of the course will be the relationship between molecular
structure, function, and regulation. Topics to be covered
will include: degradative and synthetic metabolic pathways of various classes of molecules; synthesis of nucleic acids and proteins; expression of genetic information.
The laboratory portion of the course will focus on techniques of nucleic acid manipulation and advanced protein techniques. Prerequisite: CHEM 407. Three hours
of lecture and three hours of lab per week. Four hours.
Ms. Green.
415 – Chemistry Seminar – This course serves to present
chemistry and the chemist in a variety of contexts.
Lectures given by students and guest speakers describe
recent chemical research, discuss chemists’ participation
in industry, law, medicine, and other areas, and emphasize
written and oral communication of technical information.
Senior status required. One hour. Staff.
441L – Advanced Chemistry Laboratory III:
Analysis and Characterization – An introduction to
the molecular characterization of various classes of
compounds. Experimental projects will be drawn from
diverse areas of chemistry: organometallics, polymer,
bioorganic, bioinorganic, etc. Numerous techniques (for
example spectroscopic, electrochemical, or calorimetric) will be used as needed in lab. Students will be
expected to demonstrate their understanding of the work
done through performance in lab, preparation of written
laboratory reports, and oral presentations in class. One
three-hour laboratory session per week. Prerequisites:
CHEM 222, 311 and 342L or permission of the instruc-
442L – Advanced Chemistry Laboratory IV: Exploration and Discovery – A synthesis of CHEM 341-342
and CHEM 441. Students participating in this course
will select and carry out a research project covering an
area of current chemical investigation. The project may
be selected from the traditional areas of chemistry (inorganic, organic, analytical, physical, or biochemistry) or
from an interface between these areas. An oral presentation and a final report must be given at the conclusion of
the course. One three-hour laboratory session per week.
Prerequisites: CHEM 325, CHEM 312 and CHEM
441L. Three hours. Staff.
496-498 – Senior Project – The purpose of this
sequence is to allow qualified students to carry out original experimental work. Considerable self-discipline,
diligence, and ingenuity on the part of the student are
necessary. Students may spend the entire period working
on a research project of their own choice, upon approval
and under the guidance of the departmental faculty, or
on projects designed by and of interest to individual faculty members. In either case, students may be required
to use techniques and apparatus which may not have
been available to them in other courses. They will be
expected to plan and carry out their work on their own
initiative to the satisfaction of the faculty member
directly involved and of the department. A written thesis
and several oral presentations are required. The equivalent of nine hours of laboratory work per week, in addition to time required for library research and thesis
preparation, is expected of each student who enrolls in
this sequence. The ultimate goal of this training is to
impart to each student self-reliance and confidence concerning laboratory research. All qualified students who
intend to pursue graduate work in chemistry are urged to
enroll in this sequence. Prerequisites: CHEM 325 and
311 and departmental approval. Six hours. Staff.
Chinese (CHIN) Courses
45
111 – Elementary Chinese – Introduction to modern
spoken Chinese (Mandarin). Its purpose is to provide
students ample opportunity to practice speaking and listening. It includes language and cultural behavior appropriate to interactions between Americans and Chinese.
Permission of the chair needed. Three hours. Ms. Wu.
112 – Elementary Chinese – A continuation of CHIN
111 with emphasis on speaking and oral comprehension.
Principle thematic areas include: personal, biographical,
family, vocations, avocations, sports, daily regimens,
and interaction strategies. This course aims for S-1 level
proficiency (interagency language round table scale).
Prerequisite: CHIN 111. Three hours. Ms. Wu.
211 – Intermediate Chinese – Designed to prepare students to live and study abroad in a Chinese-speaking
environment. Thematic material includes everyday prac-
Chinese, Classical Studies, Classics
tical conversations, social etiquette, food, transportation,
living arrangements, and health. Prerequisite: CHIN 112
or equivalent. Three hours. Ms. Wu.
212 – Intermediate Chinese – A continuation of CHIN
211. Prerequisite: CHIN 211. Three hours. Ms. Wu.
221 – Chinese Culture and Society – This is a travel
course designed to explore Chinese history, customs, and
values. First-hand experience helps students gain insight to
the continuities between China’s present and past, and that
are key to understanding Chinese life, thought, and behavior. Offered alternate years. Three hours. Ms. Wu.
311 – Advanced Chinese – A third-year language
course designed to consolidate skills acquired and to
extend the student’s mastery of the language. The course
emphasis is on strengthening the student’s grammatical
skills through application to reading and writing. The
lessons on calligraphy necessarily include fundamental
concepts of Chinese culture. Offered as needed.
Prerequisite: CHIN 212. Three hours. Ms. Wu.
312 – Advanced Chinese – A continuation of CHIN
311. Prerequisite: CHIN 311. Offered as needed. Three
hours. Ms. Wu.
212. LATN 211-212, LATN 215, or GREK 211-212 may
be counted toward the minor if they are not being used to
satisfy the collegiate requirement in foreign languages.
Classics (CLAS) Courses
200 – Proseminar in Classics – Introductory undergraduate proseminar on the study of the ancient GrecoRoman world. This is an introduction to research tools
and methods used in scholarship about the ancient
world. It is designed to enable Latin, Greek, and
Classical Studies majors and minors to access the principal resources available for the study of language, literature, history, art history, and archaeology and to produce competent research projects in upper level courses
and independent projects in all areas of classical studies.
It should be taken in conjunction with the student’s second upper level language course or equivalent CLAS,
HIST, or ARTH course no later than the junior year since
the exercises in this proseminar will be tied to an assignment in those courses. One hour. Staff.
201 – The Ancient Epics – Readings in English translation of the epics of Homer, Hesiod, Apollonius, Virgil,
Lucretius, Lucan, and Statius. Special attention will be
given to oral formulaic composition, the literary epic,
the didactic epic, literary conventions and traditions, and
the influence of the genre on Western literature. Same as
FLET 201. Three hours. Ms. Gilmore.
202 – Greek and Roman Tragedy – Readings in
English translation of the tragedies of Aeschylus,
Sophocles, Euripides, and Seneca. Special attention will
be given to origins and development, literary and scenic
conventions, and the influence of the genre on Western
literature. Same as FLET 202. Offered alternate years.
Three hours. Mr. Daugherty.
203 – Greek and Roman Comedy – Readings in
English translation of the comedies of Aristophanes,
Menander, Plautus, and Terence. Special attention will
be given to origins and development, literary and scenic
conventions, and the influence of the genre on Western
literature. Same as FLET 203. Offered alternate years.
Three hours. Mr. McCaffrey.
204 – The Ancient Art of Friendly Persuasion – As
democracy evolved in Ancient Athens, the ability to
speak for one’s self before the assembled populace
became the distinguishing mark and crucial skill of the
free citizen. The Greeks then developed a theoretical
framework and an educational curriculum for eloquence
which was preserved by the Romans, passed into the
Middle Ages and formed the basis for the traditional liberal arts. To study both the ancient theory and practice of
eloquence, students will read speeches of Demosthenes
and Cicero as well as historical and theoretical works
about rhetoric and education. Students themselves will
put these theories into practice in a series of speeches
and presentations. Prerequisites: Freshman English.
Same as FLET 204. Speaking intensive. Offered alter-
Classical Studies
Professors Camp, Daugherty, Fisher, and McCaffrey.
(Department of Classics)
Students in the Department of Classics pursue a
major in Classical Studies in order to read the actual
words of the ancient texts, to understand and appreciate
these writings both in the original languages and in
translation, and to understand and appreciate Greek and
Roman history and culture. The major and minor programs in classical studies are intended for students who
are seeking a broad liberal arts program which focuses
on the ancient world or who wish to pursue graduate
work in classical archaeology.
The major in classical studies consists of 30 semester hours, including six semester hours in CLAS 226,
303, 311 or 312, six semester hours from among
CLAS/ARTH 210-219, six semester hours of LATN or
GREK above the intermediate level (211-212 or 215
may be counted if not used to fulfill the collegiate
requirement in foreign languages), and 12 semester
hours of departmental electives from among any of these
courses, FLET 201-206, any CLAS course, ARTH 210 219, PHIL 251, LATN above 215, or GREK above 212.
CLAS 200 is required by the end of the junior year.
Students who wish to pursue graduate studies in archaeology should consult the department early in their program since work in allied fields is highly recommended.
The minor in classical studies consists of 15 semester hours of departmental electives from among any of
these courses: FLET 201-206, any CLAS course, ARTH
210-219, PHIL 251, LATN above 215, or GREK above
46
Classics
Europe. This course looks at the art, monuments, and
social structures of these cultures, along with classical
Greek mythology about the Age of Heroes and the
myth/history of the Trojan War. Illustrated lectures with
seminar sessions. Same as ARTH 212. Offered every
three years. Three hours. Ms. Fisher.
213 – Greek Art and Archaeology – This course covers the art and archaeology of Greece from the
Geometric period c. 1000 B.C. through the Archaic,
Classical, and early Hellenistic periods to 146 B.C. The
emphasis will be on the legacy of the Greek civilization
to Western art, city planning, and thought. Illustrated
lectures. Same as ARTH 213. Offered every three years.
Three hours. Ms. Fisher or Mr. Camp.
214 – Celts and Etruscans: Europe before the
Romans – This course covers the art and archaeology of
the Neolithic through Iron Age cultures in Europe, with
special emphasis on the Celts, Villanovans, and
Etruscans. Also included is a survey of European and
Asian cultures in contact with Bronze and Iron Age
Europe, including the Greeks, Phoenicians, and
Romans. We will end with a brief look at the later
European Iron Age, particularly the Vikings of northern
Europe. Same as ARTH 214. Three hours. Ms. Fisher.
215 – Roman Art – The Roman genius for art, as for
many aspects of their civilization, was in the adaptation
and originality with which they transformed borrowed
ideas. This course begins with the Greek, Etruscan, and
Latin origins of Roman Art, then examines the changes
and innovations in art through the Roman Empire.
Archaeological
discoveries
throughout
the
Mediterranean, especially Pompeii and Herculaneum, are
highlighted. Illustrated lectures. Three hours. Ms. Fisher.
216 – Art of the Great Empires of Rome and
Byzantium – Christian art began within the artistic traditions of the Classical world, but the prestige of the
Church transformed and transmitted the ancient modes
throughout medieval Europe and the Byzantine Empire.
This course looks at art from the rise of Christianity to
the fall of Constantinople in AD 1453. Illustrated lectures. Three hours. Ms. Fisher.
217 – The Art and Architecture of Ancient Athletic
Games – The origins of organized athletics and many of
the events still practiced today can be traced back to
classical Greece and Rome. This course will primarily
be a survey of the artistic representations, the architectural context, and the archaeological evidence for these
games. It will also be a historical survey of Greek and
Roman athletics including such topics as their role in
ancient military and religious life; sites and facilities;
events; training and professionalism; and status,
rewards, and prizes. Vase paintings, sculptures, and written texts will be examined for the light they shed on
ancient athletes and the original Olympic Games. Same
as ARTH 217. Offered every three years. Three hours.
nate years. Three hours. Mr. McCaffrey.
205 – Women in Antiquity – Although almost all of
Greek and Roman literature was written by men, many
works treat or concern women, sometimes as realistic
figures but more often as symbols. This course will
examine the image of women in classical literature from
Archaic Greece to Imperial Rome. For purposes of comparison and discussion, the social and historical realities
will be considered as well. Same as FLET 205. Offered
alternate years. Three hours. Staff.
206 – Peregrinations: Travel in Antique Lands – This
course will study the many ways in which both classical
and modern authors have treated the theme of the journey. Epic poets, like Homer and Virgil, described their
heroes’ journeys for very special purposes. Writers of
satire, like Horace and Petronius, had different artistic
purposes. Modern writers like Nikos Kazantzakis and
Henry Miller have followed in the footsteps of the
ancient and written reflections on their experiences in
the ancient lands. This course will usually be taught in
conjunction with a trip to lands once known to Greeks
and Romans. The particular readings, especially the
modern ones, will be chosen to connect with the itinerary of the course. Students will read, analyze and discuss
both the ancient and the modern works. In their journals,
students will connect the reading with the sites visited
and will themselves practice different forms of travel
writing. Same as FLET 206. Offered alternate years.
Three hours. Mr. McCaffrey.
210 – Origins of Civilization – When did civilization
begin? How do we define civilization? How do we
know when civilization has occurred and when it has
ended? Why is civilization important to humans? What
is the role of the arts in defining a civilization? In this
course we will look at the development of early cultures
and “civilizations.” We will compare definitions of civilization and the processes by which a civilization develops and wanes. The course will also provide an introduction to the art and achievements of Mesopotamia,
Egypt, the Indus Valley, China, Greece and the Aegean,
Roman Italy, South America, Mesoamerica and preEuropean North America. Same as ARTH 210. Offered
every two or three years. Satisfies part of the
Civilizations AOK requirement as HIST 101. Three
hours. Ms. Fisher.
211 – Art and Archaeology of Egypt and the Ancient
Near East – A survey of the sites and art of Egypt and
the various cultures of the Near East, from the neolithic
period until the Arab conquest. Illustrated lectures.
Same as ARTH 211. Offered every three years. Three
hours. Ms. Fisher.
212 – Prehistoric Aegean Cultures – The Cycladic,
Minoan and Mycenaean cultures of the Bronze Age
Aegean flourished for two thousand years and are often
considered the earliest manifestation of civilization in
47
Classics
tions and social conventions of Greco-Roman society.
Various Near Eastern religions and Christian sects will
be studied for background and comparison. Offered
alternate years. Three hours. Mr. Daugherty.
225 – Roman Life – What did it mean to be a Roman?
By looking at both the physical and literary remains, this
course will survey the basic structures of Roman
Society, the typical urban and rural monuments of the
Latin-speaking world, and the intimate details of the
daily lives of individuals and families. When taught in
January term, this course may involve travel to Italy or
England. Offered alternate years. Three hours. Staff.
226 – Warfare in Antiquity – Most of Ancient History is
military history, and much of Greek and Roman art and literature treats wars, warriors and their impact on society.
This course will examine the practice of warfare in the
Greek Polis, the Macedonian Kingdoms, the Roman
Republic, and the Roman Empire. Themes include the
technical aspects (logistics, intelligence, strategy, naval
warfare, and armor), but we will also examine the literary
and artistic interpretations of war and the sociological and
psychological aspects. No prior knowledge of military history or Greco/Roman history expected or required. Same
as HIST 226. Three hours. Mr. Daugherty.
303 – Roman Britain – An interdisciplinary survey of
the Roman occupation of the British Isles based on readings of the historical sources in translation, study of
modern analyses, and close examination of the archaeological and artistic remains. When taught in England, the
course includes frequent visits to museums and Roman
and Celtic sites. Same as HIST 303. Offered alternate
years. Three hours. Staff.
311 – Greek History – A chronological survey of the
political, economic, social, and cultural aspects of Greek
history from the Minoan and Mycenaean beginnings to
the period of Roman domination. Same as HIST 311.
Offered alternate years. Three hours. Mr. Daugherty.
312 – Roman History – A chronological survey of the
political, economic, social, and cultural aspects of
Roman History from the foundations to the end of the
ancient world. Same as HIST 312. Offered alternate
years. Three hours. Mr. Daugherty.
401 – Capstone Experience – A culminating experience in which a Classics, Latin, or Greek major will
integrate, extend, and apply knowledge and skills from
the student’s general education and major programs.
Enrollment is through a project contract which may
include one of the following: student teaching in a Latin
program, participation in a Classics Department
Learning Community program abroad, completion of a
semester at the Intercollegiate Center for Classical
Studies in Rome or the College Year in Athens, participation in an approved archaeological excavation, participation in an approved internship, a departmental honors
course, a research experience outside of a class (includ-
Mr. Camp.
218 – The Rise of the City in Europe – Urbanization
within the early cultures of Europe led to a number of
human achievements which form the basis for much of
our society today. This course will look at the development of the city in ancient times, both in general and in
the specific examples of Athens, Pergamon, Rome,
Istanbul, and London. Special emphasis will be on
aspects of the ancient societies which were directly
related to urbanization: laws and government, public
spaces and architecture, water supply, social structure,
defense strategies, and the expression of community values through art and literature. Same as ARTH 218. Three
hours. Mr. Camp.
219 – Images of Women in Ancient Art – This course
is a survey of art, from the Paleolithic until the
Renaissance, with a special emphasis on images of
women in various roles, particularly motherhood. All
early cultures (Mesopotamia, Egypt, Classical Greece,
and Rome, Byzantium, and Renaissance Italy) have produced images of women for diverse reasons: from fertility symbols to icons of religious belief, from symbols
of beauty, and lust to icons of purity and chastity. The
course will survey these images as they reflect both the
style of art and the role of women in the cultures and
time periods. The visual images will be supplemented
by brief selections from contemporaneous literature.
Three hours. Ms. Fisher.
221 – Archaeological Science: Techniques and Ethics
– Archaeology is the study of the human past through
material remains. Why are we intrigued by archaeology?
Whose interests are served by archaeology? This course
introduces the theory, methods, and ethical issues of
archaeology. Topics include the responsibilities of the
archaeologist, stewardship of cultural remains, and tasks
such as site identification, survey, excavation, and artifact conservation. Special emphasis is on applied sciences such as archaeological chemistry, bioarchaeology,
geoarchaeology, and archaeometry which provide analyses of artifacts primarily for the purposes of finding dates
and provenances. The course does not focus on specific
cultures or past discoveries; the methods and approaches
presented here are widely used by archaeologists in all
areas of the world. This course involves field work, and
has a laboratory component. Partially fulfills the Area of
Knowledge requirement as a natural science with laboratory. Offered alternate years. Four hours. Ms. Fisher.
223 – Mythology – The principal Greek and Roman
myths concerning creation, the underworld, the gods, and
the heroes will be read and interpreted with consideration
given to their use in ancient and modern literature, art, and
music. Offered alternate years. Three hours. Staff.
224 – Ancient Cult and Worship – A survey of the
principal religions of antiquity and their role in shaping
the intellectual climate as well as the political institu-
48
Classics, Communication Studies
fine arts, and social sciences.
Randolph-Macon offers a minor in communication
studies. This minor is threefold consisting of the development of Communication Studies skills of different
sorts (Group I); the exploration of theory and research in
the discipline or cognate areas (Group II); and an experiential or research course (Group III):
Group I: (three courses) COMM 210, 215; either
COMM 220, COMM 221, or FLET 204.
Group II: (two courses) JOUR 303; PSCI/COMM
307; PSCI/COMM 308; PSYC 155; COMM/AMST
309, COMM 381, WMST/COMM 361.
Group III: (one course) COMM 300, 450.
Internships undertaken in other departments may
substitute for COMM 450 with the permission of the
director of the communication studies program.
Students enrolled in the communication studies
minor are encouraged to broaden their understanding of
human communication by taking elective courses in
writing (ENGL 300, 305, 306) or journalism.
ing SURF), or a significant research project completed
in conjunction with a regularly scheduled major course.
prerequisites: Senior status or junior status with consent
of Chair. Offered as needed. 0 hours. Staff.
450 – Field Studies in Archaeology – This course will
introduce the technical and ethical problems of archaeology and the techniques used by the archaeologist for
survey, excavation, analysis, conservation, and recording on an archaeological site by giving the student the
opportunity to participate in a structured curriculum on
an approved excavation. Two weeks of classroom
instruction will be followed by a minimum of four
weeks of participation in an excavation. Prerequisites:
Six hours in any combination of the following areas –
anthropology, arts management, classics, fine arts, history, religion, or chemistry. Offered on demand. Three
hours. Ms. Fisher.
453-454 – Internship – Application required; see
Internship Program. Three hours. Staff.
481-482 – Special Topics. Three hours each. Staff.
487-488 – Departmental Honors. Three hours each.
Staff.
496-498 – Senior Project. Six hours. Staff.
Communication Studies (COMM)
Courses
180 – Fundamentals of Communication Studies –
This class will examine the elements of communication
with regard to listening, interpersonal communication,
group communication as used in discussions and tasks,
as well as presentational communication. Skill development in each of these areas will be the focus on course
assignments. This class is for students who do not complete the FYC, as well as transfer students who have not
completed a comparable introductory course. Class does
not count for communication studies minor. Three
hours. Staff.
210 – Principles of Public Communication – This
course provides guidance and practice in the fundamentals of public communication in a variety of contexts.
The prime objective is to help the student become a
more effective and confident oral communicator. The
course requires students to develop clearly expressed,
logically organized ideas and to deliver them in an effective manner. While speech theory is included in the
course, emphasis is placed on the practical application
of essential theory. Three hours. Staff.
215 – Interpersonal and Small Group Communication – This course analyzes various types and styles of
communication in interpersonal and small group contexts, focusing on theories of communication as well as
practical application. Areas of emphasis will include: the
importance of both verbal and non-verbal communication in forming relationships and dealing with others;
roles and styles of leadership in small groups; and the
dynamics of group interaction. Three hours. Staff.
220 – Argumentation – An overview of rhetorical the-
Study Abroad courses offered
at the Intercollegiate Center for
Classical Studies in Rome
Classics 301 – The Ancient City I – This course traces
the development of the City in Italy from the early Iron
Age to the Late Antique. Within a chronological framework, it will explore a variety of issues ranging from
archaeology and art to social and economic history.
Classics 302 must be taken concurrently. Prerequisite:
Classics 312 recommended. Three hours.
Classics 302 – The Ancient City II – A companion to
Classics 301 which must be taken concurrently. Three
hours.
Italian 111 – Elementary Italian – An introduction to
basic Italian grammar and conversation. Three hours.
Communication Studies
Professor Sheckels, Director; Associate Professor
Conners; Assistant Professor M. Mattys; Instructor
Mingus.
The communication discipline is rooted in rhetoric,
a time-honored art central since classical times to a liberal arts education. Historically built on oral rhetoric and
the rhetorical criticism of public address, the discipline
has connected itself in the 20th century with theatrical
performance and media studies as well as a considerable
body of theory and research in interpersonal, smallgroup, intercultural, organizational, and political communication. Thus, it is a field that today is truly interdisciplinary, sitting at the juncture of the humanities,
49
Communication Studies, Computer Science
ory and empirical research on persuasion, argumentation
strategies, and oral delivery. Application of this theory
and research in impromptu, extemporaneous, and debating contexts. Three hours. Mr. Sheckels.
221 – Oral Interpretation of Literature – An introduction to the oral interpretation of literature, an art
involving mind, body, voice, and experience premised
on a full understanding of the poetry, prose, or drama
being interpreted. The course equally stresses literary
analysis and oral performance skills. It furthermore provides an avenue of student creativity as the student
encounters a work of imaginative literature and chooses
how to use vocal and physical resources in offering a
performed interpretation. Three hours. Mr. Mingus.
225 – Media Writing – This writing class studies different methods used in writing for mass media including
news (print, broadcast, and online), public relations, and
advertising. Students will develop practical skill in
media writing and an understanding of writing for varying media audiences and for different purposes. Offered
every three years. Three hours. Ms. Conners.
300 – Topics in Communication Studies Research –
Students may select a field research project or a library
research topic in a specialized area of Communication
Studies research. Projects are student-designed in consultation with a faculty member. A proposal (including a
literature review and plan of research) must be submitted by the end of the second week of the term in which
the research is to be conducted. A final research paper
will be presented in seminar. Students are encouraged to
submit their papers to the Eastern Communication
Association or Southern States Communication
Association, both of which have long-standing interests
in presentations of undergraduate research. Intended for
Communication Studies minors who have already completed coursework in Group II. Prerequisites: junior or
senior status and approval of program director. Three
hours. Ms. Conners and Mr. Sheckels.
307 – Political Communication – An introduction to the
theory and research on the public multi-media communication activities of elections, governance, and political
advocacy. The course considers five approaches taken by
scholars to this study: the examination of genres of political communication such as inaugural, state of the union,
and war declaration addresses; the examination of presidential “style”; the rhetorical criticism of specific examples of discourse; the examination of the rhetorical difficulties women and minority group members have with
political discourse as it has been defined through decades
of practice; and the scrutiny of election campaign communication activities including convention speeches, debates,
and television advertising. Throughout, the course traces
changes in the media being used and in the relationships
among the media, the public, those involved in politics as
candidates and otherwise, and the institutions of the government. Same as PSCI 307. Offered in alternate years.
Three hours. Mr. Sheckels.
308 – American Campaigns and Elections – A study of
contemporary American political campaigns and elections.
The election cycle will be examined from three different
perspectives: the political campaign/politician, the mass
media, and the voter. State level and federal elections will
be analyzed during election years. Same as PSCI 308.
Offered alternate years. Three hours. Ms. Conners.
309 – American Public Address – A close historical,
rhetorical, and literary examination of the most important public addresses delivered in the twentieth-century
United States. Same as AMST 309. Offered in alternate
years. Three hours. Mr. Sheckels.
310 – Debate and Forensics – Participation in the practice, competitive activities, and on-campus events of the
college’s debate and forensics program. Only six hours
of COMM 310 may be counted toward graduation. One
hour. Mr. Sheckels.
361 – Gender Issues in Communication – After surveying the conceptual foundations of gender, the course
surveys research on gender differences in verbal and
non-verbal communication. Then, the course considers
these differences within contexts such as the family,
friendship, intimate relationship, school, politics, and
various workplaces. Finally, the course considers how
mass media communication (television, movies, music,
advertising) affect societal and personal definitions of
gender. Throughout the course, the relationships among
gender, power, and communication are stressed.
Sophomore status. Same as WMST 361. Offered alternate years. Three hours. Ms. Conners.
381-382 – Special Topics – A consideration of various
topics in communication studies. Three hours. Staff.
450 – Internship in Communication Studies –
Intensive experience as a Communication Studies professional in an appropriate business setting. Possible
placements will include public relations, government
offices, sales, customer relations, fund-raising, personnel, and broadcasting. Prerequisites: junior or senior status, GPA of 2.25, and approval of program director.
Three hours. Staff.
Computer Science
Associate Professor Burrell, Chair; Professor Rabung;
Associate Professor Leska.
The computer science curriculum integrates theory
and practice by including foundation topics that underpin the discipline and by emphasizing the value of
abstraction and good engineering design in project
development. A variety of elective courses provides an
opportunity for deeper study in areas of interest. An
important part of the curriculum is the inclusion of professional practice activities such as research experience,
teamwork, oral communication and technical writing,
50
Computer Science
Each of these robots is programmed and built to accomplish a specific task. The students learn by augmenting
both the robot structure and the code. The course
includes at least one project. Working in small teams,
students build and program robots of their own design to
satisfy the requirements of a project. Satisfies cross-area
requirement in computing. Three hours. Staff.
111 – Introduction to Computer Science I –
Introduction to the basic ideas of algorithmic problemsolving and fundamental object-oriented programming
techniques. Topics discussed include the representation of
data, the organization of a computer, software engineering
basics, programming control structures, input/output conventions, libraries and functions, abstract data types, and
inheritance. Software development principles and the use
of software development tools will be emphasized. A
weekly three-hour laboratory will apply the principles
covered in the lectures to the design, implementation and
testing of software. Satisfies cross-area requirement in
computing. Four hours. Staff.
112 – Introduction to Computer Science II – A continuation of CSCI 111 in which software development
skills will be improved and refined. Emphasis will be on
solving more complex problems using object-oriented
design. Software development principles and the use of
software development tools will be emphasized. A
weekly three-hour laboratory will apply the principles
covered in the lectures to the design, implementation,
and testing of software. Prerequisite: CSCI 111 or permission of the instructor. Satisfies cross-area requirement in computing. Four hours. Staff.
181 – Computer Service Learning in Haiti – This
course offers an opportunity to use existing and pre-trip
enhanced computing skills to assist in the development
of the computing concepts and skills of Haitian students.
During the students’ time in Haiti the students will have
the opportunity to experience many aspects of life and
culture in Haiti. A major thrust of the on-campus portion
of the course will involve “hands-on” instruction on the
principles and activities from a visual programming language such as Scratch and possibly augmented with
Computer Science Unplugged materials; we may also
add some problem solving and skills from the Microsoft
Suite (Excel, Word, Access, PowerPoint). These materials will be used for instruction of school children in
Haiti. The on-campus portion of the course will prepare
the students to be capable instructors in the selected
areas. Prior to travel students will receive instruction on
the concepts to be taught, the use of the selected tools
and the effective delivery of the materials. Additionally
the students will be tested on their mastery of the aforementioned items. This course will not count toward the
Computer Science major or minor. Three hours. Mr.
Burrell, Mr. Leska.
211 – Computer Organization – A study of the hard-
and project development. While being sensitive to
changes in technology, the curriculum also seeks to prepare students for lifelong learning to enable them to
meet future challenges.
A student expecting to major or minor in computer
science should enroll in CSCI 111-112 in the first year.
If advanced placement credit is given for one or both of
these courses, then a student should enroll in CSCI 211.
Although not required, it is beneficial for a first-year student to enroll in one of two calculus sequences, MATH
131-132 or 141-142. A student interested in computer
hardware is encouraged to select PHYS 210 to meet one
of the collegiate science requirements.
A major in computer science must include CSCI
111, 112, 211, 212, 214, 395, 483 or 485, MATH 220,
and two computer science electives at the 300 level or
above (not including CSCI 381 or CSCI 450).
A minor program in computer science consists of
CSCI 111, 112 and three computer science courses at the
200 level or above. MATH 220 may be substituted for
one of these courses.
Computer Science (CSCI) Courses
106 – Computer Applications in Business – This
course introduces software applications that are utilized
in the business environment. There is a strong emphasis
on effectively using these applications as problem solving tools. The course will include an extensive introduction to the use of spreadsheets in business processes.
The course will also include topics and applications
selected from database design and use, presentational
software, web page construction, the Internet, and a general introduction to the computer and computing. Three
hours. Staff.
107 – Introductory Web Design and Programming –
An introduction to web page design techniques and concepts, human-computer interface principles for web
development. These principles guide the development of
web pages using basic HTML and more advanced features such as tables, frames, forms, and image maps. Also
introduced are style sheets and the basics of storing and
displaying graphics including file formats for graphics
files, the creation of images for the Web, and optimization
of color and size for display on browsers. The course
includes a study of dynamic web pages using client-side
programming with a scripting language such as VBScript
or Javascript. Satisfies cross-area requirement in computing. Offered alternate years. Three hours. Staff.
108 – Robot Ways: Exploring Robot Design and
Programming – In this course students are introduced
to computing, engineering, and programming principles
as they design, assemble, and program robots using
LEGO parts, sensors, motors, and firmware.
Fundamental robotics skills are learned in the context of
building and modifying a number of simple robots.
51
Computer Science
the different programming paradigms will be studied.
These languages will be compared and evaluated.
Prerequisites: CSCI 211 and 214 or permission of
instructor. Three hours. Staff.
315 – Operating Systems and Networking – An indepth treatment of the major concepts, algorithms, and
implementation principles of computer operating systems. Both theoretical and practical aspects are considered. Students undertake substantial projects that develop their understanding of the topics. Topics include:
scheduling; resource and storage management; the problems of resolving deadlock, exclusion, and synchronization; memory allocation, secondary storage implementation; and network structures. Networking concepts
focus on network administration and measurement
issues on the Linux operating system. Prerequisites:
CSCI 211 and MATH 220, or permission of the instructor. Four hours. Staff.
332 – Computer Graphics – Students will learn to use
a standard graphics API and apply this knowledge to
develop graphics applications for several areas. Topics
will include a study of basic graphics algorithums, hardware components, output primitives and their attributes,
2D/3D transformations, clipping, interactive input,
viewing pipeline, hidden surface removal, shading models, and curve and surface design. Prerequisites: CSCI
112 and CSCI 214, or permission of the instructor.
Offered alternate years. Three hours. Staff.
334 – Simulation and Modeling – The fundamentals of
building a simulation model for a phenomenon that
changes state at discrete points in time will be considered. Emphasis will be on learning modeling techniques
through a variety of examples and implementing these
techniques using a modern simulation language. Topics
will include simulation languages, random number generation, selection of probability distributions, system
performance measures, and confidence intervals for output data. Prerequisites: completion of CSCI 112 and
Math 220, or permission of the instructor. Offered alternate years. Three hours. Staff.
340 – Parallel Computing – This course is designed to
introduce the student to the theory and practice of parallel
computing. Through discussions of principles and implementation of these principles on a small variety of
machines, students will gain experience and knowledge of
some of the central issues of parallel computing. Topics
include: processes sharing resources (using Java and concurrency), processors sharing resources (architecture models, performance measures, speedup and laws for parallel
models), parallelizing algorithms, implementation of algorithms in message-passing systems. Prerequisite: CSCI
214 or permission of the instructor. Offered alternate
years. Three hours. Staff.
395 – Junior Seminar – This course offers a student the
opportunity to explore an area of computer science or its
application in a mode that fosters learning independent of
an instructor as well as possibly working on development
ware and software of a computer system. Hardware topics discussed include digital logic circuitry, memory
organization, and basic interfacing concepts. Among the
software topics discussed are machine code representations, assembly language programming, and basic operating system concepts. Includes a weekly two-hour lab.
Prerequisite: CSCI 112 or permission of instructor. Four
hours. Staff.
212 – C and UNIX – In-depth involvement with the
structure of the portable operating system, UNIX, and
the language, C, used to implement the system. Through
the investigation of UNIX, students will learn first principles of system programs and structures. Programming
projects, written in C, will focus on operating system
features and interface with the system. Topics will
include the UNIX shell, system structures, system calls,
program development, signals, process management,
interprocess communication. Prerequisite: CSCI 211.
Offered alternate years. Four hours. Staff.
214 – Algorithms and Programming: Design,
Structure and Analysis – Melds together a discussion
of software engineering, algorithms and the analysis of
algorithms and programmed systems. Requires the
development of systems of significant complexity using
programming teams applying timely technologies.
Examines algorithms (from areas such as graph theory,
game theory, search trees, matrix applications), the data
structures useful in implementing these algorithms,
algorithm development approaches (such as divide and
conquer, dynamic programming, branch and bound,
backtracking, and greediness) and analysis techniques
for examining the space and time complexity of the
algorithms. Continues the discussion of software engineering concepts and techniques necessary to evaluate
the design, implementation, and quality of a system
begun in prerequisite courses including expanding the
discussion of design patterns. Prerequisite: CSCI 112 or
permission of the instructor. Recommended: MATH
220. Four hours. Staff.
310 – Theory of Computation – A study of some of the
theoretical foundations of three central areas of the computer science curriculum: algorithms, programming languages, and computer architecture. Topics may include
finite automata, formal languages, Turing machines,
computability, and computational complexity. Students
entering this course will be expected to understand techniques of mathematical proof. Prerequisites: MATH
220, CSCI 214. Three hours. Staff.
312 – Programming Languages – A comparative study
of the organization and implementation of a variety of
programming languages, and language features. Topics
will include data types and data structures, control structures, subprograms, storage management, formal
description of syntax, and semantics. The relation
between language structure and good programming
techniques will be discussed. Languages representing
52
Computer Science, Drama
expect extensive reading assignments, the preparation of
written and oral reports, and the programming and documentation of non-trivial computer projects.
Prerequisite: permission of the instructor. Offered on
demand. Three hours. Staff.
482 – Selected Topics in Computer Science – A continuation of CSCI 481. Offered as needed. Three hours.
Staff.
483 – Capstone Project – Software – This course
requires extensive work in some area of Computer
Science that the student has studied. A formal proposal
for the project must be submitted to and approved by the
department during the semester prior to the semester the
student is to enroll in the Senior Project. This proposal
may be modified during the course of the project with
the approval of the supervising faculty. In addition to a
substantial working software project, students will be
expected to provide written documentation in the form
of a testing plan, javadoc-style class and method comments, and a user’s guide. A formal oral presentation of
the project is required. Prerequisites: CSCI 395 and
senior standing. Three hours. Staff.
484 – Capstone Project – Software – A continuation of
CSCI 483. Offered as needed. Three hours. Staff.
485 – Capstone Project – Research – This course
requires extensive work in some area of Computer
Science that the student has studied. A formal proposal
for the project must be submitted to and approved by the
department during the semester prior to the semester the
student is to enroll in the Senior Project. This proposal
may be modified during the course of the project with
the approval of the supervising faculty. The results of
the research must be written in the form of a journal article with appropriate citations. A formal oral presentation of the project is required. Prerequisites: CSCI 395
and senior standing. Three hours. Staff.
486 – Capstone Project – Research – A continuation of
CSCI 485. Offered as needed. Three hours. Staff.
487-488 – Departmental Honors I and II – Offered as
needed. Three hours each. Staff.
in a team environment. For example, students might take
on projects that require them to learn a new programming
language and/or delve deeply into application software
and/or perform complex hardware/software interfacingprojects that take them into topics and technologies not
otherwise encountered in our curriculum. This seminar
introduces students to a true seminar setting as they meet
regularly to hear/present summaries of project progress
and topical investigation. It serves as a precursor to the
Senior Project where such seminars are also incorporated. Prerequisites: CSCI 214 with a grade of at least Cand junior standing. Three hours. Staff.
411 – Compiler Design – A theoretical and practical
study of the algorithms used in compilers. Students will
learn to define the syntax of a programming language
using the BNF notation, and to use the syntax definition,
together with a specification of the semantics, to write
programs to scan, parse, and generate object code for a
language. Prerequisite: MATH 220 or permission of the
instructor. Offered alternate years. Three hours. Staff.
450 – Internship in Computer Science – An experience in practical education. Each student enrolled in this
course will become an active participant in a company’s
computer science applications. Work schedules will be
determined by the participating company. Students will
be responsible to a supervisor or supervisors, at the discretion of the respective companies, and to a member of
the college’s computer science department. Actual work
performed will be determined by the company supervisors and may or may not involve a special project. Some
possibilities include: computerizing a small company’s
payroll, inventory, etc.; participating in the systems programming department of a large company; or writing
programs based on specifications for a consulting firm
specializing in computer applications.
Once a month during the fall or spring terms or
twice during the January term, the student, his or her
company supervisor, and a computer science department
faculty member will meet to discuss the program.
Further, each student will meet individually with his or
her faculty representative bi-weekly in the fall or spring
terms and weekly in the January term to discuss the student’s progress. At the end of the term, before a final
grade is assigned, each student must submit two copies
(one for the company and one for the college’s computer science department) of a formal report which summarizes the student’s work activities during the term. In
addition, the company supervisor may also submit a
short, confidential report on the student’s performance.
Prerequisites: junior or senior status, an overall minimum R-MC GPA of 2.25, and departmental approval.
Application required; see Internship Program. Offered
as needed. Three hours. Staff.
481 – Selected Topics in Computer Science – A course
in seminar format intended to provide further insight
into the many facets of computer science. Students may
Drama
Professor J. Mattys; Associate Professor Hillmar.
(Department of Fine Arts)
The major in drama enables the student to make
creative contributions to the production of theatre. The
student is acquainted with a breadth of areas representative of the collaborative nature of theatre.
The student majoring in drama is required to
take DRAM 211, 215, 310*, 330, 331 (computer
intensive), 341, 342, and the senior thesis, 422. In
addition, the student must have an elective from
either music, art history, or studio art and must take
six hours from the dramatic literature offerings in
53
Drama
drama, English, foreign languages, or FLET. These
courses must be chosen for diversity. For instance, a
student may not elect two contiguous periods or two
courses focusing on the dramatic literature of a single
country. The major is completed with the departmental capstone seminar, FINA 481.
To minor in drama, a student must take DRAM 111,
211, 215, 310*, and 330. *4 units required.
Drama (DRAM) Courses
111 – Introduction to Theatre – The course is primarily concerned with the functionings, purposes, and methods of theater. Its structure, components, workings, and
the contributions of the collaborative artists who make it
happen are examined. Attendance at plays on and offcampus and an occasional field trip are required. Three
hours. Mr. Hillmar.
211 – Acting I – The course provides the student with
the fundamental vocabulary of the actor, with attention
to the essential conventions of 20th century American
acting technique in general and a focus on a condensed
form of Stanislavskian acting in particular. Scene work
and various training exercises are required. This course
is taught in conjunction with DRAM 215, Directing.
Four hours. Mr. Mattys.
212 – Acting II – The course explores sources of imagination and inspiration for the actor. A series of non-traditional strategies or approaches to acting which supplement character analysis are studied: movement/action;
music; and mask. The course extends and deepens work
begun in Acting I. Scene study and in-class exercises are
required. Prerequisite: DRAM 211. Three hours. Mr.
Mattys.
215 – Introduction to Directing – The student is introduced to the fundamentals of play direction: script
analysis, basics of blocking, composition, and picturization. Also included are discussions of the role and function of the director as an artist and the skills the director
must develop. Scene work with actors in class is
required. This course is taught in conjunction with
DRAM 211, Acting. Prerequisite: Sophomore standing
or above. Four hours. Mr. Mattys.
216 – Directing Studio – The course is a lab for
Introduction to Directing, DRAM 215. The student will
direct a production, chosen with the consultation and
approval of the instructor. A tutorial format is employed.
Prerequisites: DRAM 215 and permission of the instructor. Offered as needed. One hour. Mr. Mattys.
310 – Dramatics Participation – Participation in the
production activities of the drama department in areas
including performance, construction and crew work,
stage management, design areas, and other related support and service activities. Only six hours of DRAM 310
may be counted toward graduation. One hour. Mr.
Mattys.
54
320 – Realistic Drama and Theatre – The course surveys the literature of “realistic” drama, from its formal
origins in the 19th century through contemporary theatrical practice. The central question the course addresses is what we mean by “realistic” as the term is applied
to drama (literature) and theatre (performance). A variety of genres comprise the readings. Students will
become acquainted with a select body of works and (1)
learn to analyze plays for their form and content, and (2)
develop an awareness of how the plays might be effectively staged. (Students may not receive credit for both
DRAM 320 and ENGL 232.) Taught in alternate years.
Three hours. Mr. Mattys.
330 – Theatre Technology and Scenography: I – The
course demonstrates the ways in which the changing
technology of theatre affects theatre scenography - the
co-ordinated design of scenery, lights, costumes, and
other areas. Students learn the vocabulary of equipment,
the properties of modern scene materials, the advances
in technological fields, and the professional standards in
design and technology. Introduced in this semester are
the techniques of design and simple scenic and lighting
design projects which utilize computer-assisted design
(CAD) programs, although the greatest use of CAD is in
DRAM 331. A hands-on laboratory component is part of
the course, as are occasional field trips to neighboring
professional theatres. Attendance at plays on and offcampus is also required. Three hours. Mr. Hillmar.
331 – Theatre Technology and Scenography: II – The
course continues and elaborates work begun in DRAM
330, but with greater emphasis on the design and drafting of scenic and lighting design projects utilizing CAD
programs; costume design projects may be included.
Attendance at plays on and off-campus is also required.
The course is designated computer intensive.
Prerequisite: DRAM 330. Three hours. Mr. Hillmar.
341 – History of Theatre To 1800 – The course will
focus on architecture, writing, acting, directing, staging,
and theatrical design, as well as the relationship between
theatre and the culture from which it springs.
Prerequisite: major status or permission of the instructor.
Offered alternate years. Three hours. Mr. Mattys.
342 – History of Theatre Since 1800 – The course is
similar in scope and intent to DRAM 341, with the
exception that the focus is on developments since 1800.
Prerequisite: major status or permission of the instructor.
Offered alternate years. Three hours. Mr. Mattys.
381-382 – Special Topics in Drama – Advanced study
of both traditional and contemporary topics in drama.
Taught by departmental staff to meet the needs of
advanced students with special interests in drama.
Offered as needed. Three hours, Staff.
422 – Advanced Topics in Drama – Senior students
majoring in drama will complete one of the following
projects: (l) write a major paper on some aspect of the
history or theory of drama, (2) have the primary directo-
Drama, Economics, Economics/Business
rial or design responsibility for a production, (3) present
a performance recital of an appropriate length and
description, (4) write an original play of suitable length,
or (5) translate into English a play of another author, the
play being previously untranslated. Three hours.
Mr. Mattys.
455 – Internship in Theatre – Students may intern
with a local professional theatre, either in an administrative capacity or in a practical capacity (assistant stage
manager, lights, props, etc.). Students must meet the
requirements for internships as outlined elsewhere in
this catalog. Offered as needed. Three hours. Mr.
Mattys, Mr. Hillmar.
A major in economics and business offers students
the opportunity to explore theories and concepts from
accounting, business, and economics. Students study in
an active learning environment and begin to understand
and appreciate the complex nature of business organizations through applied economic theory. A major in economics and business prepares students for a career in all
business environments and provides an excellent foundation for graduate studies in such fields as business
and law.
The requirements for a major in economics/business are: ECON 201-202 or 203-202, 323-324,
BUSN 213, 221-222, three additional elective courses in
economics, and three additional elective courses in business. Students must also complete MATH 111 or 113
with a grade of C- or better.
The major in economics/business with international emphasis must include ECON 380 and BUSN 310.
Two additional courses must be selected from the following list: BUSN 370; ECON 382, 383; ECON 3022:
European Economic Integration (at Wroxton College);
IBUS 2201: Fundamentals of International Business (at
Wroxton College). An internship in international economics or business may be substituted for one of the two
additional courses.
Capstone experiences offered by the Department of
Economics/Business include: BUSN 425, BUSN 450,
BUSN 451, BUSN 452, BUSN 455, ECON 440, ECON
450-451, and ECON 455. Senior Independent Studies
and Senior Projects also are offered but they must be
approved in advance by the chair of the department
before they will count as a capstone experience.
Economics
Professors Brat, Lang, and Pfitzner; Associate
Professor Schmidt.
(Department of Economics/Business)
Economics is the study of scarcity, choice, and
tradeoffs. Scarcity exists because productive resources
are limited but human wants are unlimited. As a result,
all societies, households, and firms must make choices
and these choices inevitably involve tradeoffs. The
major in economics develops the essential skills for
understanding economic problems in many contexts. It
prepares students for careers in all business environments and provides an excellent foundation for graduate
studies in economics, business, public policy, and law.
The requirements for a major in economics are:
ECON 201-202 or 203-202, 323-324, six additional
elective courses in economics, two approved courses in
a related field and MATH 111 or 113, with a grade of Cor better. The related work requirement may be satisfied
with courses in sociology, psychology, political science,
mathematics, computer science, history, or business.
The major in economics with international emphasis must include ECON 380 plus any three additional
courses from the following list: BUSN 370; ECON 382,
383; ECON 3022: European Economic Integration (at
Wroxton College); IBUS 2201: Fundamentals of
International Business (at Wroxton College). An internship in international economics may be substituted for
any one of the three additional courses.
The requirements for a minor in economics are:
ECON 201-202 or 203-202, 323-324, and any two additional elective courses in economics.
In the new curriculum adopted by the faculty effective with the academic year 2005-06, students will be
required to include a capstone experience in their senior
year as part of their major program. Acceptable capstone experiences for majors in economics include
ECON 440, 450-451, 491-492, and 496-498.
Economics (ECON) Courses
Economics/Business
Professor Brat, Chair; Professors Lang, Lowry, Pfitzner
and Staples; Associate Professors Schmidt and
Showalter; Instructor Woodward.
55
201 – Principles of Economics-Micro – The emphasis is
primarily micro. Topics covered include elasticity of supply and demand, market structures, price and output determination, price and employment determination, comparative advantage, balance of payments, issues in international trade, and finance. This course will satisfy one Social
Science Area of Knowledge requirement. Students may
not receive credit for both ECON 201 and ECON 203.
Three hours. Staff.
202 – Principles of Economics-Macro – An introductory treatment of the basic concepts, methodology, and
analytical tools that relate to the operation of a modern
economic system. The emphasis is primarily macro.
Topics covered include supply and demand analysis,
economic activities of government, national income
accounting, employment theory, commercial banking,
monetary and fiscal policy, and economic growth.
Prerequisite: ECON 201 or 203. Three hours. Staff.
203 – Principles of Economics-Micro-Environmental
Issues – This course introduces the basic concepts of
microeconomics and applies them to environmental
problems. The focus is on the analysis of different types
of product and resource markets, the notion of econom-
Economics/Business
as urban transportation, housing, poverty and segregation, and urban public finance. Prerequisites: ECON
201-202 or 203-202, 323. Offered alternate years. Three
hours. Mr. Lang.
350 – Environmental Economics – This course studies
the relationships between the environment and our economic and political systems. Economics can assist in
identifying circumstances that give rise to environmental problems, in discovering causes of these problems,
and in searching for solutions. The notion of intertemporal economic efficiency and the effect that property
rights, externalities, and regulation have on efficiency
will be covered. In addition, specific environmental
problems, such as population growth, natural resource
allocation, pollution control, and sustainable development, will be examined with a strong emphasis on policy analysis. Prerequisite: ECON 201 or 203. Offered
alternate years. Three hours. Mr. Lang.
357 – Public Finance – A study of the economic behavior of the public sector with reference to taxing, spending, borrowing, and managing the public debt. Students
are expected to be able to analyze the effects of government taxes and expenditures on resource allocation, stabilization, and distribution. Additional topics include an
analysis of government regulation, externalities, and
benefit-cost analysis. Prerequisites: ECON 201-202 or
203-202, 323. (not 323) Offered every three years. Three
hours. Mr. Brat.
361 – Money and Banking – A course that examines
the role played by money, commercial banks, and other
financial intermediaries in our economic system. It
encompasses institutional description, model building,
and monetary theory and policy. Attention is also placed
on different financial instruments and markets and on
the differences in various schools of thought with
respect to the role of the Federal Reserve System.
Prerequisites: ECON 201-202 or 203-202. Three hours.
Mr. Schmidt.
370 – Economic Justice – An historical examination of
the major conceptions of economic justice primarily in
the Western world. Major ethical schools of thought
include the Socratic/Platonic/Aristotelian, the JudeoChristian, and the Enlightenment school of Locke,
Rousseau, Kant, Mill and Marx. Finally, contemporary
moral theorists such as John Rawls and Robert Nozick
will be used to compare/contrast this legacy of ethical
thought with the orthodox models of economic thought,
as represented in the writings of economists such as
Adam Smith, John Maynard Keynes, and Milton
Friedman. Students may not receive credit for both
ECON 370 and HONR 240. Offered every three years.
Three hours. Mr. Brat.
380 – International Economics – A study of international economic relationships in theory and practice.
The course emphasizes the analysis of the gains
from international trade and the costs of tariff and
ic efficiency, and the conditions under which market
outcomes are either efficient or inefficient. The rationale
for government intervention in markets, public policies
which promote efficiency, and the limitations of such
policies will be covered. This course will satisfy one
Social Science Area of Knowledge requirement. It may
be substituted for ECON 201 as part of the economics
and business major or the economics major/minor. It is
also a required course for the environmental studies
major. Students may not receive credit for both ECON
201 and ECON 203. Three hours. Mr. Lang.
215 – Elementary International Trade and Finance –
This course introduces the theory of international trade
and finance at an elementary level. The tools necessary
for the analysis beyond the principles of economics are
presented as an integral part of the course. This course is
designed primarily for non-majors; it does not count as
a part of the major program in economics or economicsbusiness. (Note: A student may not take this course after
having taken ECON 380 or BUSN 370.) Prerequisite:
ECON 201 or 203. Three hours. Staff.
312 – Advanced Statistics for Economics and
Business – A course that deals with the statistical techniques used to analyze economic and business data. It
serves as a background for the study of econometrics
and for graduate study. Emphasis is placed on parametric and non-parametric tests of hypotheses, regression
analysis, and time-series analysis. Index numbers and
decision theory will be covered if time permits.
Computer applications are an integral part of the course.
Prerequisites: ECON 201-202 or 203-202, MATH 111
or 113. Three hours. Mr. Pfitzner.
323 – Intermediate Microeconomic Theory – A study
of traditional price theory. The course emphasizes the
development and use of tools that permit analysis of several different types of product and resource markets. A
major theme is efficiency in resource allocation and
major topics include demand theory, indifference curve
analysis, derivation of costs, pricing behavior, and
resource employment and prices. The course also integrates simple mathematical techniques with economic
analysis. Prerequisite: ECON 201 or 203. Four hours.
Mr. Pfitzner, Mr. Brat.
324 – Intermediate Macroeconomic Theory – A study
of the economic forces that determine the major macroeconomic variables for the economy as a whole – output,
employment, interest rates, and the overall price level.
An analysis is made of classical, Keynesian, new classical, and monetarist economics as well as the implications of these alternative hypotheses. Prerequisites:
ECON 201-202 or 203-202. Three hours. Mr. Lang,
Mr. Schmidt.
340 – Urban Economics – This course applies the analytical tools of microeconomics to model the spatial and
economic organization of cities and metropolitan areas.
The model is then used to study issues facing cities such
56
Economics/Business
ECON 201-202 or 203-202, 323-324. Offered alternate
years. Three hours. Mr. Lang.
442 – Econometrics – A course that introduces students
to the application of statistical techniques in order to
derive measurements of empirical relationships in economics. The major emphasis is on the application of
regression analysis and the problems commonly arising
in an economic context. Prerequisites: ECON 201-202
or 203-202, 312. Offered alternate years. Three hours.
Mr. Pfitzner.
445 – Time Series Analysis and Forecasting – An
introduction to a wide variety of modern techniques of
forecasting economic and business data that are timerelated. The student will gain hands-on experience in
utilizing modern computer techniques to perform
required statistical estimation procedures. Prerequisites:
ECON 201-202 or 203-202, 312. Offered alternate
years. Three hours. Mr. Pfitzner.
450-451 – Internship in Economics – Application
required; see Internship Program. See BUSN 450-451.
481-482 – Selected Topics in Economics – This course
is designed to investigate a field of specialized analysis
in economics. The topics considered will change with
each offering. Prerequisites: ECON 201-202 or 203-202,
323. Offered as needed. Three hours. Staff.
491-492 – Senior Independent Study – This course of
study is usually based upon successful completion of
the junior independent study course or courses and is
done under the guidance of a member of the department.
It should bridge the gap between undergraduate
and graduate studies in economics, although it can be
of significant value for a student not going on to
graduate work who wants to know more about the
discipline. At least a 3.25 cumulative GPA and approval
by the curriculum committee are required. Prerequisite:
Senior standing. Offered as needed. Three hours each.
Staff.
496-498 – Senior Project – A student-selected and faculty-approved subject of independent study constitutes
the project. Frequent conferences are held with the student, and a three-person faculty committee holds an
examination upon completion of the project. The student
is expected to develop the ability to formulate a topic,
perform the research, and compose a written report.
Open to seniors only each semester with departmental
approval. Six hours. Staff.
non-tariff barriers, as well as the effects of various methods of protection on the domestic economy. Also included is a study of international financial arrangements,
balance of payments problems, and an analysis of
exchange rates and international capital flows.
Prerequisites: ECON 201-202 or 203-202, 323. Three
hours. Mr. Pfitzner.
382 – International Economic Development – An
introduction to theory and policy in the important area of
economic development. Classical and Neo-Classical
models of economic growth are presented. Regional
and historical analysis are applied to Africa, Asia, and
Latin America. Models and problems specific to thirdworld economies are also presented as an integral part of
the course. A significant amount of time is devoted to the
study of institutions and technology in economic
growth. The work of Douglass North complements the
economic growth theory found in the work of prominent
economists such as Mankiw, Barro, and Jones.
Prerequisites: ECON 201-202 or 203-202, 323. Offered
alternate years. Three hours. Mr. Brat.
383 – Britain in the International Economy –
International trade theory and finance with particular
emphasis on the development of the European Union.
General theory of economic integration is examined relative to Europe’s economic development, including
trade diversion and trade creation with special reference
to integrational forms such as free trade, customs
unions, common markets, and economic unions. The
theory of optimal currency is explored with special reference to the EU’s currency union. Offered at Wroxton
College, the history of the origins and structure of the
EU will be taught by Wroxton staff. Students attend
debates and participate in discussions with British economists and politicians at Parliament. Selected industry
tours included. Prerequisite: ECON 201 or 203 or
instructor permission. Offered every January term.
Three hours. Staff.
391-392 – Junior Independent Study – An independent study under the guidance of a member of the
department. At least a 3.25 cumulative GPA and
approval by the curriculum committee are required.
Three hours each. Staff.
423 – The Theory of the Firm – An in-depth analysis
of market structure beyond the scope of ECON 323. The
emphasis is placed on decision-making at the level of
the firm, including output rate and pricing, resource
acquisition and utilization, and estimation of firm
demand using regression analysis. Prerequisites: ECON
201-202 or 203-202, 323. Offered alternate years. Three
hours. Mr. Brat.
440 – Contemporary Issues in Economics – A course
in seminar format intended to provide further insight
into economic theory and policy. Students will be
exposed to the current literature of economic analysis
through readings and oral presentations. Prerequisites:
Study Abroad Course
offered at Wroxton College in England
57
ECON3022 - European Economic Integration – This
course examines the economic growth and development
of Europe in the context of economic regionalism and
integration. Emphasis is placed on the evolution of institutions, policies and processes since 1945 that have
brought Europe to where it is today. Three hours.
Mr. Forman.
Education
Elementary Teaching Endorsement - Grades PreK-6
Professor Davis, Chair; Associate Professor Bruce;
Visiting Instructor Roberson.
The Education Department offers a minor in education which is a sequential program designed to enable
qualified students to enter teaching at the elementary and
middle/secondary levels. The required education courses
must be combined appropriately with specified general
education courses and with the requisite courses in the student’s major program.
The Education Department offers a state approved
and a nationally accredited program. Randolph-Macon
College’s Teacher Preperation Program is accredited by
the Teacher Education Accreditation Council (TEAC)
which certifies that the professional education program
has provided evidence that the program adheres to
TEAC’s quality principles.
Education
Teacher Licensure
Such a structured program will enable students to
meet the requirements prescribed by the Virginia State
Board of Education for the Collegiate Professional
License in grades 6-12 (middle/secondary) with an
endorsement in the individual student’s teaching field
(major) or preK-6 for the elementary endorsement. The
Virginia State board of Education Collegiate Professional
License also requires candidates to successfully complete
required standardized competency assessments, which
include PRAXIS II – Specialty Area and the Virginia
Communication and Literary Assessment (VCLA).
Additionally, elementary (preK-6) candidates must pass
the Virginia Reading Assessment (VRA). Information on
these assessments is available in the Education
Department, the Center for Counseling and Career
Planning, and at the Virginia Department of Education.
Also Praxis information is available at Praxis@ets.org and
VCLA and VRA information at www.va.nesinc.com.
Virginia Department of Education regulations require
that students, who plan to teach, complete both their major
plus a minor in education. Advance planning is essential
for students who wish to participate in the teacher preparation program. Students preparing to teach should consult
with their advisors and the Education Department faculty
during their freshman year in order to begin planning a
course of study which is in accordance with the requirements of the teacher preparation program. The first course
in the Education Minor is EDUC 220-221 or 222, the prerequisite for all other education courses. This course
requires the following overall GPA minimums: 2.2 for
sophomores and 2.45 for juniors. It is also recommended
that students take PRAXIS I before or during this course.
PRAXIS I is required for program admission and before
enrollment in any other required Education course. SAT
score of 1100 with 530 minimum in math and reading or
ACT score of 24 (minimum 22 math/46 English) may be
substituted for PRAXIS I. The student must provide a copy
of the SAT or ACT scores to the Education Department.
Any major is acceptable for the elementary program. For the elementary education program, the following courses are required: EDUC 220-221 or 222,
225/226, 227, 228, 233, 321-322, 346, 356 AND 425426. Starting education courses as early as possible is
advisable. In most cases, students who begin taking
their education courses in the fall term of their second
year have adequate time to complete the program. For
admission to the Teacher Preparation Program, candidates must pass PRAXIS I or substitute SAT or ACT
scores. For licensure in Virginia, candidates must
achieve passing scores on PRAXIS II, the VCLA, and
the VRA.
Middle/Secondary Teaching Endorsement - Grades 6-12
Programs for the middle/secondary level are available in the following areas: biology, physics, chemistry,
English, French, Spanish, German, history and social
science, and mathematics.
In the college catalog, each department (with secondary endorsements in Education) lists the specific
course of study that must be followed in conjunction
with the Education minor.
The required education courses leading to secondary licensure are as follows: EDUC 220-221 or
222, 230, 233, 321-322, 346, 355 AND 425-426.
Ideally, EDUC 220-221 or 222 should be taken in the
fall of the sophomore year, and EDUC 321-322 should
be taken in the fall of the junior year. EDUC 230 may
be taken in the fall of the junior or senior year. The
Teacher Preparation Program requires passing PRAXIS
I or substitute SAT or ACT scores. Virginia licensure
requires passing PRAXIS II and the VCLA.
Fieldwork and Technology
All Education courses include fieldwork in local
public school settings. For all fieldwork, including student teacher, students must provide their own transportation. The Education courses offer integrated and
sequential instruction in technology that surpass the
Virginia Department of Education Technology
Standards for Teachers.
The Student Teaching Block (Secondary only)
EDUC 346, 355 and 425-426 are part of the student
teaching semester which must be taken during the spring
term of the senior year. Students who participate in this
program must complete all other degree requirements
prior to the final semester of their senior year. Students
are not allowed to take any additional coursework during the student teaching semester.
The Student Teaching Block provides the capstone
experiences for the education minor and takes place
spring semester of the senior year.
58
Education
Student Teaching Methods (Elementary only)
EDUC 346, 356 (Elementary Methods) is taught in
January term beginning January 2010. EDUC 346, 425426 are taught in spring term of senior year. Students
who participate in this program must complete all other
degree requirements prior to the final semester of their
senior year. Students are not allowed to take any additional coursework during the student teaching semester.
Program Requirements and Applications
The minimum overall GPA for admission into the
Teacher Preparation Program is 2.60, which must be in
place by the end of J-term of the junior year. Passing
score in Praxis I, which is a general knowledge assessment, is required for program admission. EDUC 220
may be used to partially satisfy the social science collegiate requirements for graduation. EDUC 220 may be
used to partially fulfill collegiate requirements for education minors only.
Formal application for admission to the Teacher
Preparation Program is made during the second semester
of the student’s junior year. In addition, during the fall of
the student’s senior year, he or she must apply for admission to student teaching. In each case, the student’s application is reviewed by the department in which the student
is majoring, by the Education Department, and by the
Teacher Preparation Committee of the college. Applicants
will be considered with regard to the following:
1. Scholarship in the major field, in education courses,
and in the general liberal arts courses. Students are
eligible to apply for the Teacher Preparation
Program during their junior year if they have at least
a 2.6 cumulative GPA and have completed at least
one R-MC Education course with a grade of C or
better. Students are eligible to apply for the student
teaching experience during their senior year if they
have continued to maintain a 2.6 cumulative GPA
and a 2.6 GPA in their major field. Students who
have a grade-point average of 2.4-2.59 GPA in their
major field may also be reviewed upon recommendation of the department concerned. Students must
also continue to demonstrate competence in their
professional education courses and experiences.
2. Personal characteristics which seem to indicate that
the student has the potential to become an effective
teacher.
3. Physical and mental health
4. Proficiency in written English (grade of C- or better in: ENGL 180 or 185, advanced placement, or
transfer credit)
5. Proficiency in oral English skills (grade of C- or
better in COMM 210)
6. Proficiency in math (grade of C- or better in one
math course taken to satisfy the collegiate requirement, or advanced placement credit)
7. Proficiency in history (C- or better in HIST 100101 if elementary minor; if secondary history or
8.
political science major, student MUST take HIST
111-112 with a grade of C- or better). All other secondary majors may take either HIST 100/101 or
HIST 111/112.
Minimum passing score (532) or better on PRAXIS I or substitute SAT score of 1100 with 530 minimum in math and reading. May substitute ACT
scores of composite 24 with minimum 22 in math;
46 in English/reading.
Only students accepted into the Teacher Preparation
Program may continue to enroll in education courses.
Application for Student Teaching
The spring Student Teaching Block course work is
designed for full-time undergraduates of the college. In
the fall semester of the senior year, students with program acceptance status must file an application for student teaching. All of the program standards listed for
admittance must be maintained.
In certain unique circumstances, graduates of
Randolph-Macon may enroll in the spring block if
a. the student has been accepted into the program by
application to the Teacher Preparation Committee,
b. there is a written request from the graduate that he or
she may apply to student teach the following spring,
c. all conditions for acceptance to student teaching are met.
Graduates of other colleges and universities who
desire to complete spring block coursework for teacher
licensure may be considered if:
a. conditions for acceptance to the program are met,
b. all conditions for acceptance into student teaching
are met.
Applications are available in the Education department and on the college Web site. Applications for
admission into the program are due in March of the student’s junior year, and applications for admission to student teaching are due by November of the student’s
senior year. All applicants for the program and student
teaching are responsible for obtaining applications from
the Education Department. All students must take the
Praxis I tests before or during EDUC 220-221. A passing score on Praxis I, a professional assessment for
beginning teachers is required for admission to the
Teacher Preparation Program. The aggregate R-MC pass
rate on the Praxis 1 basic skills (reading, writing, and
math) tests for 2006-2007 was 100 percent. SAT score of
1100 with 530 minimum may be used.
All teacher preparation students must take aa Praxis
II- Specialty Area Test. Elementary teachers take
“Elementary Education: Content Knowledge” test (test
code 0014). Middle school and secondary teachers take
the test based on their academic major. Required Praxis
II tests are posted outside of Education offices in
Haley Hall.
59
Education
Student Teaching
The education department is fortunate to have a
long-standing, successful, collaborative relationship
with Hanover County Schools. Several of the schools
where education students have field work or student
teaching experiences are within walking distance of the
campus. Though the college will attempt to accommodate students’ needs, students are responsible for transportation to and from local schools for field work and
student teaching.
Education (EDUC) Courses
102 - REAL: Real Experiences/Authentic Learning –
Real Reading: Launching the Olympian Reader –
The purpose of this one hour course is to provide students with an experiential learning opportunity in the
field of reading while promoting community service.
Under the direction of a R-MC professor, school librarian, reading specialist, and classroom teacher, R-MC students will work with children in a local elementary
school to read and discuss books in a collaborative manner. This course is open to all students. Permission of
instructor required. One hour. Fall only. Ms. Roberson.
201 – Issues in Contemporary Education: Formation
Through Action – This course is designed to provide a
forum for students and invited faculty experts to discuss
contemporary educational issues. A primary objective is
to generate literacy and interest in current educational
affairs that impact students’ lives. Students will be
encouraged to expand their perspectives on education to
include viewpoints from other cultures, disciplines and
experiences. Students will interview guest speakers,
lead class discussion of the topic to be presented, engage
in lively discourse with guests and become acquainted
with significant research related to topics under discussion. They will refine and develop their critical thinking, speaking and writing skills as they delve into an
analysis of educational issues that impact all college students. Active participation in class and discourse with
R-MC scholars are central components. This course
does not count toward the Education minor. This course
fulfills multidisciplinary cross area requirement.
January Term/select years. Three hours. Ms. Bruce.
220 – Foundations of American Education – The philosophical, historical, and sociological foundations of
American education form a context from which students
analyze the institutional characteristics and curricular patterns, objectives, and resources of the contemporary elementary and secondary schools. Emphasis is placed on
issues, problems, and challenges which influence curriculum and instruction in grades K-12 today. This course,
which is a prerequisite to all other required education
courses, requires minimum 2.20 overall GPA to enroll as
a sophomore and 2.45 overall GPA to enroll as a junior.
This course is not open to freshmen or seniors. Must be
taken concurrently with EDUC 221/222. Students are
required to take PRAXIS I tests prior to or during this
60
course. Praxis I is required for eligibility for all subsequent education courses. Three hours. Ms. Bruce; Mr.
Mudd.
221/221 (Elementary)/222 (Secondary)-Field Work in
Foundations of American Education – Provides the
field work in local school classrooms and must be taken
concurrently with EDUC 220. One hour. Ms. Bruce;
Mr. Mudd.
225 – Reading and Language Arts for Elementary
Teachers – This course offers an overview of the developmental reading process and the related theory and
instructional practices. It provides a survey of children’s
literature with an emphasis on fostering creativity and
facilitating language arts, and it includes an introduction
to modern phonetics, grammar, and creative writing. It
also includes field work and a survey of reading problems, formal and informal diagnostic instruments, and
instructional procedures. Prerequisites: EDUC 220221/222, EDUC 321/322 or permission of the instructor.
Offered fall semester only. Three hours. Ms. Roberson.
226 – Fieldwork in Reading and Language Arts for
Elementary Teachers – Must be taken concurrently
with EDUC 225. One hour. Ms. Roberson.
227 – Math Methods for Elementary Teachers – This
course provides an overview of the development of
mathematical reasoning skills in elementary students
(preK-6) and examines the implications for the design of
effective instruction. Encompassed in this course is the
integration of concrete manipulatives in learning to
teach mathematics as well as other content areas.
Strategies for fostering an understanding of computational and problem-solving skills needed for mathematics instruction are emphasized. A fieldwork component
is included. EDUC 227 and 228 may not be taken during the same semester unless you are a junior and have
special permission from the department chair.
Prerequisites: EDUC 220-221/222. Three hours. Staff.
228 – Science Methods for Elementary Teachers –
This course is designed to expand pre-service teachers’
knowledge and skills in the teaching of science in the K6 classroom. New materials and methodologies will be
examined in light of current trends, research findings
and professional guidelines. Strategies for developing an
understanding of content, process skills and attitudes of
science are modeled. A field work component is included. EDUC 227 and 228 may not be taken during the
same semester unless you are a junior and have special
permission from the department chair. Prerequistes:
EDUC 220-221/222. Three hours. Ms. Domalik,
Ms. Gonzalez.
230 – Reading in the Content Areas K-12 – This
course explores how students comprehend and learn
with text and how teachers can assist them in these
processes. Students will examine what it means to comprehend and learn from text material. Then, students will
read, discuss, and experiment with instructional strate-
Education
gies that promote understanding of narrative and expository texts. The course will actively engage students in
using a variety of instructional approaches. The opportunity to observe inservice teachers will be included.
Required for all secondary education minors. Suggested
for all education minors. Prerequisites: EDUC 220221/222, related fieldwork, or permission of the instructor. Highly recommended: EDUC 320-321. Offered in
spring semester only. Three hours. Ms. Roberson.
233 – Survey of Exceptional Children – The dimensions of exceptionality will be examined including medical, cognitive, communicative, and social/emotional.
Roles and responsibilities of education and the community will be examined including speakers and/or field
trips to selected sites. Research, discussion, group projects, and videos will be used to assist in examining relevant issues. Course may be used as an elective in psychology major or minor. Prerequisites: EDUC 220221/222 or permission of the instructor. Offered fall and
spring. This course is required for all education minors.
Three hours. Ms. Bruce; Ms. Peacock.
321 – Educational Psychology – A study of human
growth and development (physical, cognitive, motional,
social, and moral) through the adolescent period.
In addition, other major topics include theories of
learning, intelligence, motivation and classroom
management, creativity, reasoning, problem solving,
and awareness of multicultural impact on learning. The
study enables students to apply psychological principles
to the educational process and classroom teaching.
Units on measurement/evaluation and child abuse and
neglect recognition, reporting, and responding are also
included. EDUC 321 must be taken concurrently with
EDUC 322.
Prerequisites: EDUC 221-221/222.
Three hours. Ms. Davis.
322 – Field Work in Educational Psychology – Must
be taken concurrently with EDUC 321. Provides fieldwork assoociated with development, learning, and
instructions as observed in public school classrooms.
One hour. Ms. Davis.
346 – Senior Seminar – This capstone course, which is
required as part of the senior block plan, is designated as a
computer intensive course. Student teachers create an electronic portfolio which serves to present the cumulative professional and personal teaching qualifications of the student
teacher. The portfolio emphasizes various in- depth aspects
of the overall teacher preparation of the student teacher.
This course concentrates on continued development of the
reflective professional process. Additionally, the seminar
provides the student teacher with opportunities for analysis,
synthesis and evaluation of the student teaching experience. This class meets one evening each week.
Prerequisites: EDUC 220-221/222, 230, 321-322 for secondary education minors and EDUC 220-221/222, 225,
227, 228, and 321-322 for elementary education minors.
This course fulfills the Cross Area Requirement for computer technology. Three hours. Ms. Davis.
355 – Principles and Methods of Secondary
Education – Building on the foundations of EDUC 220
and EDUC 321 as well as on the students’ knowledge of
their teaching field, students continue to study secondary curriculum and instructional procedures.
Emphasis is placed on topics and experiences which
enable students to develop an effective teaching style.
Topics include instructional planning, choosing and
implementing a variety of instructional strategies, technology, classroom management, measurement and evaluation of performance and achievement. The course
work includes the student’s planning, preparation, and
presentation of micro-lessons, some of which will be
video-taped. Students will be required to create a comprehensive instructional unit of study to be used in student teaching. In addition, major department tutorials
will address textbooks, technology, instructional materials, and resources and Virginia SOL’s relevant to each
student’s teaching field. Working with LEP (Limited
English Proficiency) students is addressed in this course.
(This course is part of the education block plan and must
be taken concurrently with EDUC 346 and EDUC 425426 during spring semester of the senior year.)
Prerequisites: EDUC 220-221/222, 321-322 and admission to student teaching. Four hours. Ms. Davis.
356 – Principles and Methods of Elementary
Education – Emphasis is on multiple teaching techniques
and varied instructional materials appropriate to the elementary level. The course develops an understanding of
factors and competencies necessary for effective elementary classroom instruction, including the development of
cross-curriculum integrated instructional units of study
based on Virginia Standards of Learning, classroom management strategies, and teaching techniques that address
learning style, multiple intelligences, and current brainbased research among other aspects necessary for the student teaching experience. Effective and efficient classroom management theories and strategies are addressed.
Working with LEP (Limited English Proficiency) students is addressed in this course. (This course is part of
the block plan and must be taken in J-term prior to EDUC
346 and EDUC 425-426 which are taken during the
spring term of the senior year.) Prerequisites: EDUC
220-221/222, 225, 227, 228, 321-322 and admission to
student teaching. Three hours. Ms. Roberson
425 – Observation- Observation and student teaching
are the capstone experiences for all Education minors.
Students are given opportunities to integrate knowledge
and experiences from all other Education courses and
field work. These include: professional, academic, and
creative integrations. Education 425 includes 4-5 weeks
of observation, participation, and specific assignments
to prepare the student for ten weeks of full-time student
teaching. Must be taken concurrently with EDUC 346
(only elementary minors must take EDUC 356 during Jterm prior to spring block) and EDUC 355 during the
senior year. Prerequisites: EDUC 220-221/222, EDUC
61
Education, English
ditions in the world. To study English is thus to learn how
to enjoy and understand an unparalleled variety of works
that, to paraphrase the great eighteenth-century critic
Samuel Johnson, have pleased many and pleased long.
For many, majoring in English marks the start of a lifelong fascination with anything from Arthurian legend, to
Shakespeare’s plays, to the recent flowering of
Anglophone literature in Africa. Of necessity, appreciation of such works entails an enhanced sensitivity to precision and nuance in language, a sensitivity that can greatly benefit students’ own writing. Those electing to major
in English may also include in their program courses from
the allied fields of communication and journalism, fields
united with the major in their attentiveness to rhetoric and
preoccupation with the way language can be used to persuade, inform, or even give meaning to life. As a whole,
the major not only introduces students to some of the
most powerful depictions of the human condition ever
created, but also endows them with skills of expression
and analysis highly prized in many professions.
The English major consists of 12 courses and the
major tutorial. The basic requirements include the ENGL
211-212 sequence, ENGL 210, the one-hour major tutorial (which should be taken concurrently with 211, 212, 251,
or 252), one advanced course in literature before 1485,
Shakespeare (ENGL 311), and the capstone seminar
(which should be taken during the senior year or, in some
circumstances, the second semester of the junior year).
The remaining seven courses may include up to
two designated courses from other departments, or up to
three designated courses from Journalism (JOUR 206)
or Communication Studies (COMM 307, 311, or 361). A
student can count no more than five 200-level courses
(excluding ENGL 210) towards the major (an FYC
course in literature will be treated as a 200-level course
in this calculation).
English majors who wish to be certified to teach at
the secondary level must include the following courses in
the major program: ENGL 251-252; 300, 304, or 305; 375
or 377. They are strongly encouraged to take ENGL 231.
Two minors are available in English. The first,
English/Literature, consists of ENGL 211-212 and 12
additional hours of literature at the 200, 300, or 400
level. (ENGL 377 may be included in this minor.) The
second minor, English/Writing, consists of ENGL 300,
304, or 305; ENGL 375 or 377; six hours of literature at
the 300 or 400 level; and two of the following courses:
ENGL 300, 304, 305, 306, 400, 401 and JOUR 204, 205.
321-322 (and additional specified for both elementary
and secondary minors as listed for EDUC 346) Three
hours. Staff.
426 – Student Teaching- Student teaching is the culminating experience for the Education minor. Student
teaching is designed to integrate and refine knowledge
and experiences to become an effective teacher. Student
teaching is a full-time ten week teaching experience.
Student teaching fulfills the Cross Area Requirement for
Experiential Learning. Must be taken concurrently with
EDUC 346 (only elementary minors must take EDUC
356 during J-term prior to spring block) and EDUC 355
during the senior year. Prerequisites: EDUC 220221/222, EDUC 321-322 (and additional specified for
both elementary and secondary minors as listed for
EDUC 346) Six hours. Staff.
450 – Directed Field Studies – This course provides an
opportunity, under unusual circumstances, for a qualified student to gain practical experience or research
study with an educational institution through field placement. Prerequisite: permission of the department chair.
Three hours. Staff.
455 – Internship in Education – Designed for juniors or
seniors with a minimum of a 2.25 GPA who desire an
immersion experience in an educational setting other than
those available through education course-related field
work experiences. The qualified student should have a
specific area of educational interest such as special education, working in juvenile detention classrooms, working
with school counselors, working in hospital settings, etc.
The student will need to have successfully completed
EDUC 220-221/222 or have permission of the instructor.
For elective credit only, this course may not count
towards an education minor. Application required; see
Internship Program. Three hours. Ms. Davis.
Study Abroad course offered
at Wroxton College in England
330 – Education in Britain – This course examines the
public and private education systems in England and
includes comparative study with the United States educational system. The course is offered at Wroxton
College. Students participate in lectures and discussions
about the history, educational philosophy and other
influences on British schools. Students also observe in
public and private school classrooms as part of the
course. Offered for elective credit only every three
years. Offered January terms. Three hours. Staff.
English (ENGL) Courses
180 – Exposition and Argument – Exposition and
Argument provides an intensive introduction to all of
the skills that go into good writing: critical reading,
framing arguments for different audiences, mechanics,
style, and research. The core curriculum will ask students to continue to refine their writing, but this course
lays the foundation for the kinds of writing expected of
Professor Goodwin, Chair; Professors Peyser, Scott,
and Sheckels; Associate Professor Conners; Assistant
Professors Cadwallader, Cull, and Giemza; Visiting
Assistant Professor Wesley; Instructor Mills.
At the core of the major in English is an encounter
with one of the richest and now most diverse literary tra-
English
62
English
students throughout college. This course is for students
not eligible for the Seminar on Exposition and
Argument. Not open to students who have completed
ENGL 112, 123, 185, or GNED 103. Four hours. Staff.
185 – Seminar on Exposition and Argument – The
Seminar on Exposition and Argument provides an intensive introduction to all of the skills that go into good writing: critical reading, framing arguments for different audiences, mechanics, style, and research. The seminar is
taken in conjunction with the First-Year Colloquia, providing the opportunity for shared readings, assignments,
or related activities. The core curriculum will ask students
to continue to refine their writing, but this course lays the
foundation for the kinds of writing expected of students
throughout college. Must be taken concurrently with the
FYEC sequential courses. Four hours. Staff.
210 – Major Tutorial in English – A one-hour limited
enrollment class offered each semester in which majors,
while enrolled in English 211, 212, 251, or 252 learn
skills in close reading and write one essay. The readings
vary with the instructor. Prerequisite: permission of
department chair. One hour. Staff.
211 – British Literary Traditions I – Traces the literary imagination in Britain from Anglo-Saxon times to
the late Renaissance through an examination of the
changes in literary forms, audience, and modes of production. Works and authors studied include Beowulf,
Chaucer, Shakespeare, Milton, Marvell, Herrick, and
Donne. Three hours. Staff.
212 – British Literary Traditions II – A continuation
of ENGL 211. Examines literary movements from the
Restoration to the Victorian period. Authors studied
include Finch, Dryden, Pope, Wordsworth, Coleridge,
Keats, Arnold, and the Rossettis. Three hours. Staff.
231 – Introduction to Poetry – An introductory study
of various modes of poetry in England and in America.
Three hours. Staff.
232 – Introduction to Drama – A survey of dramatic
literature, including classical, neo-classical, and experimental forms, with an emphasis on social context and
performance. Includes comedies of manners by Moliere
and Wilde, absurdist texts by Beckett and Pinter, “social
consciousness” plays by Ibsen and Strindberg. Also
includes plays from nonwestern and other minority traditions. (Students may not receive credit for both ENGL
232 and DRAM 320.) Offered alternate years. Three
hours. Ms. Scott.
233 – Introduction to the Short Story – A critical
study of the short story as a form, examining works in
the modes of fantasy, realism, and naturalism. A central
focus will be on point of view. Three hours. Mr. Giemza.
234 – Introduction to the Novel – An introduction to
narrative that draws on works by Austen, Emily Brontë,
Dickens, Woolf, Joseph Conrad, and Gustave Flaubert.
Three hours. Staff.
63
235 – Introduction to the Short Novel – An introduction to the art and technique of storytelling that focuses
on the modern short novel. Three hours. Ms. Cull.
251 – Introduction to American Literature – The
development of U.S. literature from its origins through
the 19th century. Topics covered may include: discovery
and exploration, the Puritan era, the Age of Reason,
slavery and abolition, the American Renaissance and
realism. Three hours. Mr. Giemza, Mr. Peyser, and
Ms. Wesley.
252 – Introduction to American Literature – A continuation of ENGL 251. Major focuses include the rise
of the United States as an international and cultural
power, industrialization, realism and naturalism, and the
development of modern and postmodern consciousness.
Three hours. Mr. Giemza, Mr. Peyser, and Ms. Wesley.
253 – From Roaring Twenties to Depression Thirties:
American Culture between the Wars – A study of the
vibrant cultural life of America during the l920s and
l930s using novels, short stories, plays, poems, music,
and movies of the period. Three hours. Staff.
255 – Introduction to African-American Literature –
A survey of writing by African-Americans from the 18th
to 20th centuries, covering early texts, poetry and
speeches, narratives of slavery and escape, abolition, the
Reconstruction era, the Harlem Renaissance, the Black
Arts movement and contemporary black writers.
Prerequisite: ENGL 251 or 252. Offered alternate years.
Three hours. Ms. Wesley.
271 – Writing Women’s Lives – Writing by and about
women across time and geography. The course examines
both literature and feminist literary criticism to explore a
range of topics, including how expectations of women’s
and men’s roles have affected women’s access to and practice of writing, how differences of culture, race, sexuality
and nationality register in women’s texts, how women
writers see themselves in relation to various literary traditions, and how distinguishing women’s writing as a separate field poses both advantages and problems for the
study of literature. Three hours. Ms. Wesley.
272 – Modern African Literature – An introduction to
and survey of major trends and authors in African literature mainly written in English in the last century with
attention to selected texts and countries. Offered alternate years. Three hours. Mr. Sheckels.
300 – Advanced Expository Writing – A course
designed to give intermediate and advanced students concentrated instruction and practice in expository writing.
Offered alternate years. Three hours. Ms. Mills.
301 – Peer Tutoring of Writing – Theory and practice to
prepare for tutoring in the college’s Writing Center.
Students will study principles of effective writing and
tutoring and will practice what they’ve learned. Topics
include: the use of writing resources, writing across the
displines, and the tutoring of students with varied back-
English
grounds (including ESL). Permission of the instructor
required. One hour. Ms. Mills.
304 – Writing as Social Witness – This advanced writing
class fuses cultural analysis and critical reflection with the
study and production of polished expository and multimedia prose. Students will examine their experiences and
beliefs in order to foster a critical understandingsof self in
society. Prerequisite: ENGL 180 or 185. Offered alternate
years. Three hours. Staff.
305 – Feature Writing – This hands-on course will teach
students how to write feature articles and to submit them
for publication to magazines and weeklies. Students will
learn ways to develop marketable ideas and to write feature stories, profiles, how-to articles, and more. The class
includes field trips to local magazine publishers and visits
from guest editors and writers. Prerequisite: ENGL 185 or
180. Three hours. Ms. Mills.
306 – Creative Writing – A workshop experimenting with
various approaches to creative writing. Emphasis on understanding and practicing the processes of writing poetry and
fiction, among other forms, developing skills of evaluation,
and discovering new and original voices. Prerequisite:
ENGL 180 or 185. (Students who have passed ENGL 446
cannot take ENGL 306) Three hours. Staff.
308 – The Late Middle Ages – A variety of literature
from the 12th through the 15th centuries, including manuals, romances, visionary works, letters, tale collections,
and mystical treatises. The course will explore how literary works are transmitted from one culture to another
and how they change to accommodate different traditions, values, and audiences. Works studied include
Yvain, the Inferno, the Decameron and the Canterbury
Tales. Prerequisite: 211. (Students who have passed
ENGL 385 cannot take ENGL 308) Offered alternate
years. Three hours. Ms. Goodwin.
311 – Shakespeare and his England – An introduction to
a selection of Shakespeare's Comedies, Histories,
Tragedies, Romances, and the so-called "Problem" plays.
These plays will be interwoven with the major literary,
political, and gender-related issues of the period from
1590-1613. Students will come to understand the plays not
only as written texts but also as performed events.
Prerequsite: ENGL 211 or permission of instructor. Three
hours. Ms. Cull and Ms. Scott.
315 – Tudor/Stuart Drama – A study of dramatic developments and social contexts of one of the richest periods
of English literary history, the Renaissance. Plays from the
mid-16th century through the 1630s, excluding
Shakespeare. Topics covered include the development of
"mixed" genres, political application, and the growing
civil instability that resulted in the English Civil Wars.
Prerequsite: ENGL 211 or permission of instructor.
Offered every third year. Three hours. Ms. Scott.
317 – Renaissance Poetry and Prose – This course will
study a rich and diverse range of literature that exemplifies
the intellectual and artistic interests of the English
64
Renaissance. Students will explore a number of different
modes, tracing particularly the development of lyric poetry
and its representations of love, courtiership, and the good
life; students will also look at the development of prose
(utopian fiction, travel narrative, and romance). Prerequisite:
211. (Students who have passed ENGL 420 cannot take
ENGL 317.) Offered alternate years. Three hours. Staff.
318 – The 17th Century – An examination of the lyric
poetry of John Donne, Ben Jonson, George Herbert,
Andrew Marvell, John Milton, and other Cavalier and religious writers, including some women writers. These
poems will be read in conjunction with one dramatic work
from the period. Instruction and frequent practice in explicating poetry. Prerequisite: 211. (Students who have
passed ENGL 424 cannot take ENGL 318.) Offered alternate years. Three hours. Staff.
321 – The 18th Century – A survey of British literature,
1660-1798, focusing on Restoration comedy, the public
poetry of Dryden and Pope, the satire of several Restoration
and Augustan figures, the emergence of the sentimental, the
advent of new literary genres such as biography and the journal, and the transition from a Neo-Classical to a Romantic
aesthetic. Prerequisite: 211 or permission of instructor.
Offered alternate years. Three hours. Mr. Sheckels.
322 – The 18th Century Novel – An examination of the
novel as it gradually developed into a major literary genre.
The course considers the formative shorter fiction by
Aphra Behn, Delariviere Manley, Jane Barker, Daniel
Defoe, Penelope Aubin, Eliza Haywood, Mary Davys,
Elizabeth Singer Rowe, and the later more developed novels by Samuel Richardson, Henry Fielding, Laurence
Sterne, Frances Sheridan, and Fanny Burney. Prerequisite:
211 or permission of instructor. Offered alternate years.
Three hours. Ms. Cadwallader and Mr. Sheckels.
331 – Apocalypse Now: The Romantic Movement in
American Writing – A study of the key period in
American literature, focusing on such themes as the need
to destroy what exists, the dangers posed and opportunities
afforded by democracy to spirit, the cosmic significance of
America, despair and ecstasy. Authors studied include
Dickinson, Whitman, Poe, and Hawthorne. Prerequisite:
211, 212, 251, or 252. Offered alternate years. Three
hours. Mr. Giemza.
333 – The Realistic Movement in American Writing –
A survey of American literature of the Golden Age, 18651900, focusing on the works of Mark Twain, Henry James,
Emily Dickinson, Kate Chopin, Theodore Dreiser, and the
local color and naturalistic schools of American writing.
Prerequisite: 211, 212, 251, or 252. Offered alternate
years. Three hours. Staff.
334 – American Poetry Between the Wars – An analysis of the poetry of the great early modernist American
poets, who dominated the period between 1920 and 1940.
The course focuses on the poems of Robert Frost, Ezra
Pound, T.S. Eliot, Wallace Stevens, William Carlos
Williams, and Marianne Moore. Prerequisite: 211, 212,
251, or 252. Offered alternate years. Three hours. Staff.
English
335 – The American Novel between the Wars – A study
of novels written by major American novelists of the
Roaring 20s and Depression 30s, focusing on Scott
Fitzgerald, Ernest Hemingway, Sinclair Lewis, William
Faulkner, John Dos Passos, John Steinbeck, and Richard
Wright. Prerequisite: 211, 212, 251, or 252. Offered alternate years. Three hours. Staff.
336 – Post-World War II American Fiction – A study of
the major thematic and stylistic trends in American fiction
since 1945. Prerequisite: 211, 212, 251 or 252. Offered
every third year. Three hours. Mr. Peyser.
351 – Romantic Literature in England – A critical and
historical study of English literature from 1789 to 1834,
with emphasis on the lyric and the personal essay.
Prerequisite: ENGL 212 or permission of instructor.
(Students who have passed ENGL 427 cannot take ENGL
351.) Offered alternate years. Three hours. Staff.
352 – Victorian Literature – A study of England's literature between 1842 and 1901, with special attention to the
crisis in religious belief sparked by theories of evolution,
serial fiction, and the “woman question.” Prerequisite:
ENGL 212 or permission of instructor. (Students who have
passed ENGL 362 cannot take ENGL 352.) Offered every
second year. Three hours. Ms. Cadwallader.
354 – 19th-Century British Novel – A study of the nineteenth century novel from Austen to Gissing, paying special attention to forms of emergence, the “woman question,” and social history. Prerequisite: ENGL 212 or permission of instructor. (Students who have passed ENGL
441 cannot take ENGL 354.) Offered every third year.
Three hours. Staff.
361 – 20th-Century British Literature – A study of masterpieces by major authors of the British Isles, with
emphasis on the modernist novel and lyric. Prerequisite:
ENGL 211 or 212 or permission of instructor. (Students
who have passed ENGL 449 cannot take ENGL 361.)
Offered every third year. Three hours. Mr. Peyser.
363 – Contemporary British and American Drama – A
survey of dramatic developments and social contexts in
Britain and America since the 1960s. Topics include
AIDS, the Vietnam War, one class/race relations with an
emphasis on non-traditional dramatic performance, incorporating music, dance, graphic design. Prerequisite: 211,
212, 232, 251, or 252, or permission of the instructor.
(Students who have passed ENGL 371 cannot take ENGL
363.) Offered every third year. Three hours. Ms. Scott.
364 – The Novel in the 20th Century – This course
examines some of the astonishing experiments that have
transformed the way we think of the novel, which many
agree is the central literary form of the twentieth century.
We will consider the political, artistic, and philosophical
questions raised in masterpieces by British, American and
European novelists like Woolf, Faulkner, Kafka, and
Beckett. Works originally written in languages other than
English will be read in English translations. Prerequisite:
65
211, 212, 251, or 252. (Students who have passed ENGL
340 cannot take ENGL 364.) Offered every third year.
Three hours. Mr. Peyser.
365– Literature of the American South – A wide-ranging survey of southern literature, across genres, from the
colonial period until the present , this course will investigate how the American South has served as a cradle of
regional and national mythology and consider identity formation in a robust, contradictory, and enduring literature.
Prerequisites: ENGL 211, ENGL 212, ENGL 251, ENGL
252. Three hours. Mr. Giemza.
367 – Post-1950 Canadian & Australian Literature –
An intensive survey of the modern English literature written outside of the United Kingdom and the United States.
The first semester of this course focuses on Canada and
Australia. Among the writers studied are Margaret
Laurence, Margaret Atwood, Robertson Davies, Miles
Franklin, Thomas Keneally, and Patrick White.
Prerequisite: 211, 212, 251, or 252. (Students who have
passed ENGL 365 cannot take ENGL 367.) Offered alternate years. Three hours. Mr. Sheckels.
368 – Post-1950 African & Caribbean Literature –
An intensive survey of the modern English literature
written outside of the United Kingdom and the United
States. The second semester of this course focuses on
Caribbean nations such as Jamaica and Trinidad and
African nations such as Nigeria, South Africa, and
Kenya. Among the writers studied are V.S. Naipaul,
Derek Walcott, Jean Rhys, Wole Soyinka, Nadine
Gordimer, and Ngugi wa Thiong'o. Prerequisite: 211,
212, 251, or 252 or permission of instructor. (Students
who have passed ENGL 366 cannot take ENGL 368.)
Offered alternate years. Three hours. Mr. Sheckels.
375 – Grammar for Writers, Readers and Teachers –
This course offers a survey of the principal components of
English grammar with an eye to enhancing students'
appreciation and comprehension of good writing, their
ability to recognize and correct errors, and their capacity to
produce sophisticated prose. (Students who have passed
ENGL 353 cannot take ENGL 375.) Offered alternate
years. Three hours. Mr. Peyser.
377 – The History of the English Language – A dual
focus on the linguistic processes through which all languages change and the development of English from its origins to the present. This course will explore the political,
social, economic, intellectual, and technological influences
that have shaped English and the historical conditions that
can accelerate or impede change. The course will take up
such topics as Ebonics, sexism in language, and the varieties of Modern English and provide practice in the analysis of texts from the recent and remote past. (Students who
have passed ENGL 355 cannot take ENGL 377.) Offered
alternate years. Three hours. Ms. Goodwin.
381-382 – Special Topics – Intensive study of literature or
criticism not covered by other courses, tailored to the
needs of advanced students. Three hours. Staff.
English
422 – Milton – A close study of the works of John Milton,
with attention to his life and times. Prerequisite: ENGL
211 or permission of instructor. Three hours. Ms. Scott.
440 – The Cavalier Figure in American Fiction – This
course examines the stubborn survival of the aristocratic
southern gentleman as a character in American fiction. The
survey begins in colonial America and ends with modern
writers, Scott Fitzgerald, Robert Penn Warren, Margaret
Mitchell, and Harper Lee. Prerequisite: 211, 212, 251, or
252. (Students who have passed ENGL 332 cannot take
ENGL 440.) Offered alternate years. Three hours. Staff.
450 – Commonwealth Women Writers – A study of
selected modern works written in English by women in the
nations of the British Commonwealth. Among the writers
studied will be Margaret Laurence, Margaret Atwood,
L.M. Montgomery, Alice Munro, Marian Engel, Joy
Kogawa, Michelle Cliff, Merle Hodge, Jean Rhys, Buchi
Emecheta, Bessie Head, Nadine Gordimer, Christina
Stead, Elizabeth Jolley, and Helen Garner. Prerequisite:
211, 212, 251, or 252 or permission of instructor. (Students
who have passed ENGL 418 cannot take ENGL 450.)
Offered every fourth year. Three hours. Mr. Sheckels.
455 – Literary Criticism – An historically organized
introduction to theoretical and practical criticism, emphasizing the New Criticism and later twentieth-century
approaches to literature such as psychoanalytic, feminist,
New Historical, and post-colonial criticism and those rooted in the thoughts or Bakhtin and Foucault. Prerequisite:
six hours of courses in English at the 200 level. (Students
who have passed ENGL 390 cannot take ENGL 455.)
Offered alternate years. Three hours. Staff.
487 – Departmental Honors I.
488 – Departmental Honors II.
491 – Senior Independent Study – An independent study
of a particular writer or group of writers under the guidance of a member of the Department of English. At least a
3.25 cumulative grade point average and approval by the
curriculum committee are required. Three hours. Staff.
492 – Senior Independent Study – A continuation of
ENGL 491. Three hours. Staff.
495 – Senior Seminar – An intensive study of an author
or topic that culminates in a major research paper. As the
English major capstone, the senior seminar provides a culminating experience in which students will widely integrate, extend, critique, and apply knowledge and skills
from the student's major program. This course should be
passed as late as possible in an English major’s program.
Prerequisites: Permission of instructor. Three hours. Staff.
496-498 – Senior Project – The preparation and oral
defense of a lengthy thesis in the field of British or
American literature. Open only to seniors. Departmental
approval is required. A degree credit for the first term of a
two-term senior project will not be recorded until both
terms have been successfully completed. Three hours
each. Staff.
391 – Junior Independent Study – An independent study
of a particular writer or group of writers under the guidance of a member of the Department of English. At least a
3.25 cumulative grade point average and approval by the
curriculum committee are required. Three hours. Staff.
392 – Junior Independent Study – A continuation of
ENGL 391. Three hours. Staff.
400-401 – Internship in Writing – Intensive experience
as an apprentice writing professional in a business setting.
Possible internships include supervised work in employee
communications, public relations, and technical writing.
All internships require the study, application, and evaluation of general principles of effective written communication as well as the rhetorical and editorial principles particular to the internship. Prerequisite: ENGL 300, 304, or
305. Application required; see Internship Program. Three
hours. Mr. Sheckels.
407 – Chaucer's Canterbury Tales – A study of how this
600-year-old tale collection both introduces the reader to
some of the most vivid and enduring characters and stories
in English literature and provides a serious meditation on
the subjective nature of the creation and interpretation of
literature. Prerequisite: ENGL 211 or 377. (Students who
have passed ENGL 481 cannot take ENGL 407.) Three
hours. Ms. Goodwin.
408 – Chaucer, the Court Poet – A study of how
Chaucer’s short lyric poetry, dream visions, and his
tragedy Troilus and Criseyde engage readers with both the
stories his narrator recounts and the seemingly insurmountable artistic and ethical problems that confront the
poet as he attempts to mediate between his sources and the
interests of his audience. Prerequisite: ENGL 211 or 377.
(Students who have passed ENGL 482 cannot take ENGL
408.) Offered alternate years. Three hours. Ms. Goodwin.
412 – “Full Fathom Five...”: Shakespeare in Depth – A
study of five of Shakespeare's more difficult plays in the
context of current literary criticism and production theory.
Special emphasis on gender and social relations and on the
way these texts continue to have relevance today will drive
the discussion and assignments. Students should be prepared to analyze critical perspectives of the plays, both literary and theatrical. Prerequisite: ENGL 311. Offered
alternate years. Three hours. Ms. Scott.
413 – Hamlet: Perspectives and Productions – A
January term course which studies a single text and its
importance as a cultural artifact all over the world. We will
consider Shakespeare's Hamlet from the perspectives of
different theories of literary criticism, old and new, view
productions which offer radically different interpretations
of age-old questions, and see how Hamlet goes on being
written and re-written today. Prerequisite: ENGL 311 or
permission of instructor. (Students who have passed
ENGL 313 cannot take ENGL 413.) Offered every third
year. Three hours. Ms. Scott.
66
English, Environmental Studies
Study Abroad courses offered
at Wroxton College in England
Environmental Studies
Associate Professor Fenster, Director; Professors
Franz, Gill, Gowan, and Lang; Associate Professor
Bell; Assistant Professor Huff.
It is the mission of the environmental studies program to equip students with the knowledge and skills
needed to make informed decisions about Earth and its
resources, both natural and social. The program is interdisciplinary, giving students a grounding in the traditional disciplines which relate to environmental issues, and
also experience making connections among disciplines in
order to deal with those complex issues. After completing
the environmental studies major, students will be able to
analyze environmental problems and offer realistic solutions to those problems in full knowledge of the constraints imposed by natural laws and economic, ethical,
political, and social forces.
The environmental studies program prepares students for a variety of careers after graduation, including
employment in federal or state agencies, consulting firms,
private industry, and advocacy organizations. With proper selection of courses in an Area of Expertise (see
below), students will also be prepared to enter graduate
study in such fields as environmental science, environmental law or policy, and elementary or secondary school
education.
Randolph-Macon has study-abroad relationships
with two United Kingdom universities and one
Australian university with strong environmental studies
curricula. Students interested both in environmental
studies as a major and in study abroad are strongly
encouraged to investigate opportunities at Lancaster
University (England), the University of Ulster (Northern
Ireland), and the University of Central Queensland
(Australia). Course work and research opportunities are
available at these universities that are not available at
Randolph-Macon.
Students of environmental studies must become
adept at identifying the issues that comprise a complex
problem, skillful in gathering the information necessary
to understand it, creative in developing holistic solutions, and productive in interdisciplinary teams. To give
students practice in environmental problem solving, the
EVST curriculum has a core of required three courses
(EVST 105, 305, 405, the last of which is the capstone
to the major), each designed around a particular environmental issue that will be analyzed in detail. These
issues will come largely from the community, and students will work with real stakeholders in developing the
analysis. The core also includes a required internship
(EVST 451) or field study (EVST 450).
Environmental professionals also must have a
depth of expertise in some aspect of environmental studies so that they can contribute this expertise to interdisciplinary teams. These areas of interest include subjects
such as environmental policy, conservation biology,
ENGL3410 – Modern Novels on the Screen – Works
by five major 20th century novelists, J. Conrad, The
Heart of Darkness, E. M. Forster, A Room with a View,
D. H. Lawrence, Women in Love, Evelyn Waugh,
Brideshead Revisited, and John Fowles, The French
Lieutenant’s Woman. A close critical study of the novels
goes hand in hand with an analysis of screen adaptations, including looking at the different possibilities and
limitations of the two media. Three hours.
ENGL3421 – Not of an Age but for all Time – An
exploration of the ways in which plays of the 16th and
17th centuries reach out to us today through an examination of the relationship between text and performance.
As such, the main thrust of the course will be an appreciation of plays in performance. Particular reference will
be made to plays being presented by the Royal
Shakespeare Company at the Swan Theatre,
Stratford-upon-Avon. This course may not be substituted for ENGL 311. Students may not receive credit for
both this course and 76EN417. Three hours.
ENGL3422 – The Play’s the Thing – This course provides an exciting and stimulating opportunity for students to explore the work of Shakespeare through an
examination of the relationship between text and performance. As such the main thrust of the course will be an
appreciation of plays in performance. The course will
focus upon plays in the Royal Shakespeare Company’s
season in Stratford-upon-Avon. This course may not be
substituted for ENGL 311. Three hours.
ENGL3424 – To Hold the Mirror Up to Nature – The
course will trace how actors, directors and designers
work on a text, with particular reference to productions
staged by the Royal Shakespeare Company. The potential for a variety of interpretations will be explored further through analysis of film and television productions
of the play. Three hours.
ENGL3466 – Three 19th-Century Writers – The
Victorians enjoyed narrative. Through the study of
Charlotte Bronte’s Jane Eyre and Shirley, George
Elliot’s Mill on the Floss and Scenes of Clerical Life and
Thomas Hardy’s Tess of the d’Urbervilles and The
Mayor of Casterbridge, the course considers how reality is constructed by each author, and examines such
social issues as class and gender. Three hours.
ENGL3467 – 18th-Century Literature – This course
looks at novels, poetry, and shorter fiction where one
finds many kinds of satire, philosophical ideas, and sentiment, making up a rich picture of eighteenth-century
life. Focuses upon the works of Pope, Swift, DeFoe,
Johnson, and Voltaire. Three hours.
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Environmental Studies
varying perspectives of these stakeholders. At the end
of the course we will provide the stakeholders with a
detailed analysis that draws on information from the natural sciences, social sciences, and the humanities.
Partially fulfills the collegiate requirements in the
Natural Science Area of Knowledge, and as an
Interdisciplinary course. Intended primarily for students
seriously considering EVST as their major. Four hours.
Mr. Gowan or Mr. Fenster.
106 – EVST Success Strategies – This course is for
freshman or sophomores considering EVST as a major.
Because EVST is a broad topic, you have to decide which
area of specialty most interests you. You might choose
some aspect of biology, political science, geology, sociology, chemistry, physics, or any of a number of other disciplines. You will explore career options in EVST with
the help of outside guests from government, private
industry, and non-profit environmental organizations, and
will plan your EVST Area of Expertise to prepare you for
the upper-level EVST core courses and your chosen area
of specialty. One hour. Mr. Gowan or Mr. Fenster.
200 – Field and Laboratory Methods in
Environmental Science – A field and laboratory course
covering major methods and approaches used in environmental science. Particular emphasis is put on learning how to use Geographic Information Systems (GIS)
software to display and analyze spatial data, and on
using the Global Positioning System (GPS) to collect
spatial data in the field. Other topics include methods to
estimate plant and animal abundance, techniques used in
wetlands delineation, and use of population models to
estimate extinction probability. The course is taught in
an integrated lecture-field (laboratory) approach.
Prerequisite: EVST 105, or BIOL 121 or BIOL 122, or
or permission of the instructor. Four hours. Mr. Gowan.
245 – Water Resources and Politics in the Middle
East – Water scarcity poses one of the most immediate
and serious threats to the international community. One
problem specific to Middle East water resource management is that major watershed (and groundwater) divides
rarely coincide with political boundaries. In some cases,
such as the Nile River, the Tigris River and the
Euphrates River, a single water source passes through
several nations, and disputes arise between upstream
and downstream users. In other cases, rivers form
national borders, such as the Jordan River, which is
lodged between Israel and Syria, Jordan and the West
Bank. The control of this resource has become the primary national security issue for many Middle East
nations. In an active-learning format using a series of
Middle East case studies, this class will enable students
to determine both the historical and modern, natural and
human-induced factors that lead to water crises (i.e.
shortages) in any part of the world; to predict the socioeconomic and political implications of water crises; and
to formulate workable solutions to a water crisis.
Students conduct multi- and interdisciplinary analyses
environmental economics, geology, ecology, environmental sociology, chemistry, and others. To help students identify their Area of Expertise early in their
careers, a required seminar (EVST 106) must be taken in
the freshman or sophomore year. Based on the identified Area of Expertise, students will select, in consultation with their EVST adviser, at least 15 additional credit hours towards the major. These credit hours, if
approved by the adviser, can come from any department
or program on campus. These credit hours must be all
in the same discipline and beyond the introductory-level
(i.e., at the 200 or 300 level, depending upon the discipline; consult the Director of the EVST Program for
information about a particular discipline). Students are
encouraged to pursue a minor or second major in their
Area of Expertise.
Environmental professionals also must have a level
of proficiency in areas outside their expertise. As such,
students must take least one course from each of the following categories. These courses must be in addition to
those used to satisfy the College’s Area of Knowledge
requirements. These courses can be used to satisfy the
College’s Cross-Area Requirements.
a. Natural Sciences: BIOL 121, BIOL 122, CHEM 121,
CHEM 122, EVST 245, EVST 300, GEOL 101,
PHYS 151, PHYS 152
b. Social Sciences: ECON 201, ECON 202, ECON
203, EVST/PSCI 319, PSCI 201, PSCI 202, SOCI
210, or SOCI 440
c. Humanities: PHIL 212, PHIL 280, PHIL 313, or
RELS 235.
Environmental Studies (EVST) Courses
101 – Introduction to Environmental Science – An
introduction to the physical, chemical, and biological
principles necessary to understand how human beings
function in and influence their physical environment.
The class will consider current environmental issues,
both in the United States and in other countries, and discuss ways of dealing with these issues. The goal is to
enable students to become more knowledgeable and,
therefore, more critical of environmental public policy
on both the local and national levels. EVST 101 may be
combined with either a physical or a life science laboratory course to satisfy the collegiate requirement in laboratory science. Partially fulfills the collegiate requirements in the Natural Science Area of Knowledge. This
course is not intended for environmental studies majors.
Three hours of lecture/discussion and one three-hour
laboratory session per week. Four hours. Staff.
105 – Environmental Problem Solving I –
Interdisciplinary problem solving is the central skill
needed by environmental professionals, and examining
real-world issues best develops this skill. This course
will focus on a local or regional environmental issue,
and we will work with government, business, and community leaders in order to analyze the issue from the
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Environmental Studies
cooperative research projects and presentations, and
field trips. Same as PSCI 319. Three hours. Staff.
380 – Topics in Environmental Research – Students
may select a laboratory or field research project covering any area of contemporary environmental investigation. Projects are selected in consultation with a faculty
member and a proposal is developed as part of BIOL
399 or an equivalent course. This proposal (including a
literature review and a plan of research) must be submitted to the program chair before the last day of classes in the term prior to the one in which the research is to
be done. The proposal must be approved by the chair
before the project commences. A seminar and a final
written research paper must be presented to the environmental studies program prior to the end of classes in the
term in which the research is done. Prerequisites: EVST
105 and BIOL 399 (or an equivalent course approved by
the chair), and program approval. Three hours. Staff.
381-382 – Special Topics – These courses are designed
to treat advanced topics not otherwise dealt with in the
rest of the environmental studies curriculum. Three
hours. Staff.
405 – Environmental Problem Solving III - This
course is the third in a three-course sequence devoted to
environmental problem solving using real-world issues,
and it is the capstone to the EVST major. Building on
the skills and knowledge introduced in EVST 105, deepened in the Area of Expertise, and practiced in EVST
305, this course will focus on a different local or regional environmental issue than was analyzed in EVST 105
and EVST 305. Like EVST 105 and EVST 305, we will
work with government, business, and community leaders, but students will be in charge of all aspects of the
analysis. Moreover, students enrolled in EVST 405 will
meet concurrently with and serve as project leaders for
EVST 305 students who will be working on the same
issue. At the end of the course we will provide the stakeholders with a detailed analysis drawing on information
from the natural sciences, social sciences, and the
humanities. Partially fulfills the collegiate requirements
in the Natural Science Area of Knowledge, and as an
Interdisciplinary course. Recommended for those with
senior standing in the EVST major. Prerequisites: EVST
105 and EVST 305. Four hours. Mr. Gowan or Mr.
Fenster.
420 – Seminar in Environmental Studies – This
speaking-intensive course, intended for senior environmental studies majors, provides students an opportunity
to develop skills and gain experiences that will be of
later use to them as environmental professionals.
Students will hear presentations given by invited speakers on current environmental issues, prepare and deliver
oral presentations on environmental topics, gain familiarity with the environmental research literature, and
explore employment opportunities in environmental
fields. Offered spring term only to declared majors in
of at least five Middle East water crises in an integrated
laboratory and class format. This course may be offered
as an interdisciplinary laboratory science course on the
collegiate laboratory science requirement. Same as
INST 245. Four hours. Mr. Fenster.
300 – Alternative Energy Sources – An examination of
how human energy needs can be met by considering alternatives to current practice. Active and passive solar systems, conservation, geothermal techniques, biomass conversion, and nuclear power will be analyzed as replacements for fossil fuels in electric power generation, transportation, space heating and cooling, and industrial applications. Prerequisite: EVST 101 or EVST 104. Offered
alternate years. Three hours. Mr. Franz.
305 – Environmental Problem Solving II – This course
is the second in a three-course sequence devoted to environmental problem solving using real-world issues.
Building on the skills and knowledge introduced in EVST
105, this course will focus on a more complex local or
regional environmental issue than the one analyzed in
EVST 105, and you will be expected to use information
from your Area of Expertise courses when analyzing the
issue. Like EVST 105, students will work with government, business, and community leaders in order to analyze
the issue from the varying perspectives of these stakeholders. At the end of the course we will provide the stakeholders with a detailed analysis that draws on information
from the natural sciences, social sciences, and the humanities. Partially fulfills the collegiate requirements in the
Natural Science Area of Knowledge, and as an
Interdisciplinary course. Recommended for those with
junior standing in the EVST major. Prerequisite: EVST
105. Four hours. Mr. Gowan or Mr. Fenster.
310 – Freshwater Ecology – This course has three
goals: to understand the physical, chemical, and biological
properties of natural streams, rivers, and lakes; to examine
how these properties relate to form a functioning watershed; and to explore how human cultural forces influence
these functions. In the laboratory component of the course,
students collect data on macroinvertebrate populations,
monitor water quality, and make measurements of parameters defining physical habitat in a variety of freshwater
habitats. They also prepare and present group reports comparing and contrasting data on different habitats, and compare their results with those in the published scientific literature. Same as BIOL 310. Prerequisites: EVST 105 and
BIOL 121-122. BIOL 325 is recommended. Three hours
of lecture and three hours of laboratory per week. Offered
alternate years. Four hours. Mr. Gowan.
319 – Environmental Policy – Students will be afforded the opportunity to develop an awareness and appreciation of the national public policymaking process, especially as it applies to the environment. Students will be
involved actively in the study of environmental policymaking through a variety of approaches: seminar discussions, the case study approach to problem-solving,
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Environmental Studies, Ethics
environmental studies, or by permission of the
Environmental Studies Council. Senior standing
required. One hour. Staff.
450 – Field Studies in Environmental Studies – Field
studies is intended to provide environmental studies
majors with an opportunity to gain first-hand experience
in the environmental workplace. Placements are possible with private, state, or federal agencies, committees
of the U.S. Congress, or with environmental advocacy
groups. Open only to environmental studies majors or
by permission of the Environmental Studies Council.
Junior standing required. Offered any term throughout
the year. Three hours. Staff.
451-452 – Internship in Environmental Studies – The
internship in environmental studies is intended to provide qualified environmental studies majors with an
opportunity to gain first-hand experience in the environmental workplace. Internship placements are possible
with private, state, or federal agencies, committees of
the U.S. Congress, or with environmental advocacy
groups. Open only to environmental studies majors or
by permission of the Environmental Studies Council.
Junior standing required. Offered any term throughout
the year. Three hours each term. Staff.
496-498 – Senior Project – The senior project in environmental studies provides majors an opportunity to
carry out original research on an environmental topic
under the supervision of a member of the Environmental
Studies Council. Prerequisites: BIOL 399, CHEM 325,
or permission of the proposed faculty research supervisor, combined with senior status and required approval
of the Environmental Studies Council. Six hours. Staff.
The minor consists of five courses: two required and
three electives. The two required foundational courses
are PHIL 212 or PHIL 251 and RELS 235 or RELS 237.
After you have taken two of these courses, one from each
discipline, you may take the other remaining courses as
electives toward your ethics minor. Please note that these
two courses also count as AOK credit. The three electives
will be selected by each student in consultation with his
or her adviser and a member of the Ethics Minor Council.
Each student who intends to minor in ethics will construct a coherent set of three classes from the list below
and propose them to the director of the Ethics Minor
Council for approval. The set of courses chosen by each
student should have some focus and rationale. However,
the focus and rationale will vary from student to student.
For instance, students may wish to explore ways in
which ethics is related to the sciences and technology,
connections between ethics and psychology, or ways in
which ethics has been understood in different societies
and social groups. Some students may wish to explore
moral values in literature, while others may wish to see
how ethical issues are related to a range of interrelated
disciplines, (e.g., business, political science, and history.)
In their proposals, students will be expected to explain
their rationale for their set of ethics minor elective courses. Ordinarily, approval of a student’s proposed list of
electives should be given by the Director of the Ethics
Minor Council before a student takes elective courses for
the minor. Students should normally take one or both of
the required courses prior to or concurrently with the first
elective course for the minor.
Required Courses:
PHIL 212 or PHIL 251; AND RELS 235 or RELS
237.
Approved Electives (at Randolph-Macon):
BIOL 127 and 136; BUSN 367; ECON 370 and
357; ENGL 232, 235, 271, and 363; FLET 202;
HIST 332, 365; JOUR 303; PHIL 213, 220, 236,
251, 260, 305, 308, 322, 328, 363, 402, and 404;
PSCI 432; PSYC 120, 175, 341, 381; RELS 227,
251, 271, 275, 352, and 375; SOCI 219, 241, 320,
340, 400, 420, and 430; WMST 101,102, 282, 326
and 347.
Approved Electives (Study Abroad):
Lancaster University, England - Social Ethics
Department: “Psychology of Moral Behavor,”
SE2/303; “Western Ethical Tradition I, The Ancient
World,” SE2/304.
Wroxton College, England - Core IV [Core 3004],
“Global Issues.”
Hiroshima University, Japan - “Peace and Human
Rights.”
Yonsei University, South Korea - Phil. 343:
Introduction to Korean Philosophy; Phil. 433:
Confucian Ethics in Modern Korean Society; Phil.
441: Comparative Eastern and Western Ethics.
Ethics
Professor Brat, Director; Professor Scott; Associate
Professor Fenster; Assistant Professors Breitenberg
and Huff.
The minor in ethics offers an interdisciplinary
approach to ethics. Throughout history, notions of the
good have been a central concern for individuals and
societies. Although both philosophy and religion have
traditionally been the disciplines which study ethics, ethical questions arise in the whole of human life, and every
academic area is to some extent concerned with such
questions. Fourteen departments or programs of the college presently offer courses approved in this minor.
These courses pursue an understanding and critical
examination of ethical notions, arguments, practices,
decisions, and decision-making as they investigate various subject matters. The aim of the ethics minor is consonant with the purpose of the college: “to develop the
mind and character of the students” and to prepare them
“to meet life’s challenges with… ethical awareness.” It
does this by offering courses in different disciplines
which cultivate students’ understanding and judgement
about often complex issues of right and wrong.
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Film Studies
have affected American films and film history. Offered
alternate years. Four hours. Staff.
244 – Introduction to International Film – This course
is one of the basic requirements for the study of film history, with emphasis on major international films, directors, styles, and genres. It is the second course that will
introduce students to the study of film by focusing on critical tools and a variety of film/media theories necessary
for the analysis and interpretation of film. Moreover,
through the discussion of influential international films,
students will be introduced to stories. Also, because of
the effects of globalization and movements of people,
students will explore topics such as identity, nationality,
and multiculturalism to better understand the world
today. Offered alternate years. Four hours. Ms. Eren.
261 – Writing for Film – An introduction to the principles and practices on screenwriting, this course analyses the theories, structures, and themes of comedic and
dramatic storytelling and explores the creative stages
and chronological stages in script development. Offered
annually. Three hours. Staff.
262 – Filmmaking – An introduction to the visualization
practices and production principles of filmmaking with
an in-depth examination of the professional language,
personnel, equipment, and technical components
involved in pre-production, production, and post-production. An exploration of the creative role of the director in
such activities as artistic shot selection, visual and audio
synchronization, music and sound alignment, storyboard
development, cinematography, and editing. An examination of the process of filmmaking with an emphasis on
interaction and coordination among such elements as
scene construction, frame composition, lens selection,
lighting, camera placement or movement, and film coverage/ratios. Offered annually. Three hours. Staff.
292 – Japanese Film as History: The Works of
Kurosawa Akira – This course serves as general introduction to postwar Japanese film through close examination of several films of Kurosawa Akira, one of the
most celebrated directors in the history of the medium.
Classic samurai drama such as “Rashomon,” “The
Seven Samurai,” and other period films will be the
focus of the course. Students will be introduced to
basic theories and concepts in film studies, as well as
topics in Japanese history relevant to both the settings
and production of the films. Close attention will also be
paid to issues of nationalism, gender, war and cross-cultural adaptation. Japanese language skills are not
required. Same as ASTU 292. Offered alternate years.
Four hours. Mr. Munson.
300 – Topics in Film Studies Research – Students may
select a research topic in a specialized area in film studies.
Projects are student-designed in consultation with a faculty member. A proposal (including a literature review or
bibliography/filmography and a research plan) must be
submitted to the faculty member by the end of the second
Film Studies
Professor Sheckels, Director; Professor Inge; Associate
Professors Doering, Eren, and Munson.
Film study entails understanding the history and
aesthetics of this important art form, as well as the theoretical approaches used in its analysis. The film studies
minor seeks to develop in students a critical, analytical
perspective, from which they will be able to examine
cinematic productions from their own and other cultures. Like the study of literature, music, and art, the
study of film builds students’ critical thinking and communication skills as well as their knowledge of the different national traditions of cinema.
The minor in film studies requires students to successfully complete five courses of three or four semester-hours each. They must take FILM 210 and either
FILM 243 or 244. In addition, they must take three of
the following, only one of which may be from Group II.
Group I: Film courses
AMST 355, 356; ASTU/FILM 292; FILM 210, 215,
243, 244, 261, 262, 345, 346; FLET/GERM 227; FLET
272/FREN 472; HONR 192, 267; CHEM/PHYS 150;
MUSC 215; WMST 347.
Group II: Courses with substantial film content
AMST 350, 351, 357; FLET 225; FLET 248/FREN 448,
FREN 245.
Film Studies (FILM) Courses
210 – Introduction to Film – An introduction to the
study of film that teaches the critical tools necessary for
the analysis and interpretation of the medium. Students
will learn to analyze cinematography, mis-en-scene,
editing, sound, and narration while being exposed to the
various perspectives of film criticism and theory.
Through frequent sequence analyses from sample films
and the application of different critical approaches, students will learn to approach the film medium as an art.
Four hours. Ms. Eren.
215 – Australian Film – A close study of Australian
“New Wave” Cinema, considering a wide range of post1970 feature films as cultural artifacts. Among the directors studied are Bruce Beresford, Peter Weir, Simon
Wincer, Gillian Armstrong, and Jane Campion. Offered
every three years. Four hours. Mr. Sheckels.
243 – History of American Film – This course offers a
historical survey of American film, from the silent era to
the present, with an emphasis on major American films,
directors, styles, and genres. The focus will be on
"Hollywood" and feature film-making, but other topics
such as documentaries will be discussed. This course
will introduce students to the serious study of film by
focusing on the critical tools and theoretical perspectives
necessary for analysis and interpretation. Students will
also consider how changes in media and technology
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Fine Arts, First-Year Colloquia
week of the term in which the research is to be completed.
The project culminates in a paper presented to the supervising faculty member and perhaps others by the end of
that term. Prerequisites: FILM 210 and permission of the
program chair. Three hours. Staff.
345 – Major Film Makers – An examination of the
works of four or five major figures in film history. For
example, the works of such figures as Eisentein, D. W.
Griffith, Renoir, Welles, Hitchcock, Hawks, Chaplin,
and Truffaut might be included. Offered alternate years.
Four hours. Staff.
346 – Film Genres – A detailed examination of several film genres, such as the musical, the suspense film,
the political film, and the French “New Wave.” Offered
alternate years. Four hours. Staff.
Fine Arts (FINA) Courses
350 – The Arts in London – An interdisciplinary course
developing the student’s appreciation of, and experience
in, art, music, and drama. Students explore aspects of these
disciplines which cross the usual but artificial boundaries
between them. Students receive extensive exposure to the
arts through attendance at art exhibitions, museums, concerts, ballets, opera, and theatre in London. Appropriate
readings and papers will be assigned. Prerequisite: any
three-hour course in art, music, or drama, or permission of
instructor. Three hours. Staff.
481 – Senior Arts Seminar – A capstone course which
investigates the interdisciplinary relationships of the
arts: music, theater, studio art, art history, and dance.
The direction of inquiry will follow relevant concerns in
the arts with special consideration for the needs of the
majors. Three hours. Staff.
First-Year Colloquia (FYEC) Courses
First-Year Colloquia are two-semester, interdisciplinary
courses open only to freshmen. Each colloquium is
described below as a pairing of courses.
FYEC 175-176 – How’d they do that? Chemistry and
Technology in Early Art – Students will explore the coevolution of chemical technology and art in various cultures of the world from the Paleolithic through the early
Renaissance. Students will learn not only what art was
created by ancient peoples throughout the world, but
also how it was created. The focus will be on seeing
how technological innovation and intellectual creativity
were instrumental in the making of art and at the same
time were celebrated through works of art. In the Arts
portion of the course, illustrated lectures will be
enhanced by “hands-on” creative projects, selected readings, videos, and museum visits. In the science portion
students will re-create ancient techniques in the laboratory and rationalize the experiments with a modern, scientific understanding of the chemistry. Experiments
will include making fire, making charcoal, flaking
72
arrowheads, spinning fibers, molding plaster, firing
ceramics, brewing mead, extracting potash, smelting
copper, manufacturing glass, dying fabrics, pressing
paper, preparing inks, making soap, distilling alcohol,
and painting frescos. Area of Knowledge requirements
met: one natural science with lab course under the
Natural and Mathematical Science area, and one arts
course under the Arts and Literature area. Cross-area
requirement met: one course in Western culture. Four
hours each semester. Ms. Fisher and Mr. Thoburn.
FYEC 187-188 – The Minding Class – Do you aspire to
be independent? How’s your memory? Do you think of
yourself as free? Do you have a soul? Does your dog/cat?
Does your computer? Explore these and other ideas about
the mind with a philosopher and a psychologist. Challenge
what you are learning hand’s on while you serve local citizens with disabilities. Texts, films, journals, essays,
exams, program proposals, and community service.
Separate disciplinary study as well as joint and interdisciplinary meetings. Speaking intensive, also coordinated
with writing course. Area of Knowledge requirements
met: One psychology course under Social Sciences; and
one philosophy course under Civilizations area. Four
hours each semester. Ms. Hughes and Ms. Turney.
FYEC 189-190 – Magnolias, Militias, and Moonlight:
Regional Mythology in Southern History and
Literature - The South is America’s most distinct
region. More books have been written about various
aspects of southern history and literature than any other
single topic in America. No section of the country has
had such a lasting and profound influence on the
nation’s character or history, both as an engine of
American culture and as a cradle of its mythology. Mere
mention of the words “South” and “southern” conjures
inaccurate images of grand plantation houses, elegant
southern belles, docile and happy enslaved persons,
lovely white cotton fields, a genteel world of gentlemanplanters, and a civilized and harmonious land. The reality of southern life as interpreted in its history and
depicted in its literature, often diverges from the images
of the South displayed in American popular culture.
Popular films and books such as “Birth of a Nation” and
“Gone with the Wind” depict a mythical time and place
which never existed for most southerners, black or
white. As we prepare to observe the 150th anniversary of
the American Civil War, we hope to analyze how competing visions of the mythic South are depicted in literature and history. The course’s central theme is continuity and change in the broader context of a very dynamic
and violent economic and social history. A question to
which we will repeatedly return is, “What does it mean
to represent history in literature—or the relationship
between the past and the present—in a certain way?”
Areas of knowledge requirements met: One history
course under the Civilizations area; one literature course
under the Arts and Literature area. Cross-area requirement met: two courses in Western Culture. Four hours
each semester. Mr. Giemza and Mr. Jefferson.
First-Year Colloquia
FYEC 191-192 – Development and Disease – A course
exploring development and disease from two perspectives: the individual and the population. The key tools
will be drawn from biology and statistics. Biological
topics will include cell division, the laws of inheritance,
the flow of genetic information, the molecular and cellular effects of DNA mutations, and current methods in
molecular biology. Statistical topics will include experimental design, simulation, descriptive statistics, probability, confidence intervals, and significance testing.
With these tools, students will study the biology of specific diseases and the evaluation of potential treatments.
Data from historical clinical trials and current research
papers will be analyzed. Area of Knowledge requirements met: one mathematics course without lab under
the Natural and Mathematical Science area and one natural science course with lab under the Natural and
Mathematical Science area. Cross-area requirement
met: one computer course. Counts on the Biology major
as an elective in the Cell and Molecular Group. Four
hours each semester. Mr. Sutton and Ms. Stevens.
FYEC 193-194 – Humans vs. Nature: A Level Playing
Field? – Earth’s surface is in constant motion. Massive
internal forces, working steadily since about 4.6 billion
years ago, have caused Earth’s surface to bulge, stretch,
warp, and crack. External forces that work directly on
the surface of our planet, such as ice, wind, gravity,
water – and even large meteors – have worked to modify these “first-order” changes to Earth’s surface. These
dynamic processes present a challenge to humans who
live on this landscape as evidenced by the 2004 Indian
Ocean tsunami that packed the energy of 23,000
Hiroshima-type atomic bombs and killed 150,000 people in one day. In addition to these types of “sensational” (catastrophic) changes, slow, gradual processes can
both modify the Earth’s surface and wreak havoc on
human endeavors. Finally, during the past two centuries, humans have modified the natural landscape at
rates that may exceed those modifications produced by
natural causes. This course will explore the never-ending confrontation between humans and nature using the
powerful connection between art and science. In particular, students will observe, measure, analyze, and synthesize Earth processes and responses through painting
and scientific investigation. In the processes, we will
answer questions such as: How does nature assert itself?
Can humans control nature? Should humans control
nature? How do we measure these processes? We will
tackle these questions by focusing on at least two projects: (1) A NASA proposal to armor a highly dynamic
barrier island off of the Virginia coast with engineered,
solid structures; and (2) A proposal by a local developer
to build a high density home subdivision on a historic
property parcel along the banks of the James River east
of Richmond, Virginia. Area of Knowledge requirements met: one natural science with lab course under the
Natural and Mathematical Science area, and one Arts
course under the Arts and Literature area. Four hours
each semester. Mr. Berry and Mr. Fenster.
FYEC 195-196 – By Words the Mind is Winged –
Using classical texts as a starting point, this FYE will
explore the experience of otherness and disability in the
ancient world and then develop a connection to events in
the modern world of disability. Through an introduction
to literary criticism and sociological theory, the students
will engage in a constant reflection on the experience of
disablement and how our Western heritage directly
reflects the experiences preserved in ancient texts and
other artifacts. Students will also engage in a practical
experience within the local community, working and
engaging with adults with disabilities about their experiences, and reflecting upon the historical context for those
experiences. To enhance this experience, students will
frequently be writing their own ideas about our Western
heritage, what it means, and the intersection of otherness
and disability within it. Their accumulated writings will
ultimately result in the creation of their own “text” and
personal discourse. Area of knowledge requirements
met: one Literature course under the Arts and Literature,
and one Sociology course under the Social Science
requirement. Cross-area requirement met: one Western
Culture course. Four hours each semester. Mr. Trammell
and Mr. McCaffrey.
FYEC 197-198 – Telling Southern Tales: Digital
Storytelling and the Oral Tradition in Southern
Literature – This FYC integrates the study of oral traditions found in southern literature from the antebellum to
the contemporary period with the technology of digital
storytelling. In the southern literature portion of the
course, students will examine works of southern writers,
their stories, and the milieu that influenced their writing
and lives. In the digital story telling component, they
will learn the techniques and technologies to tell stories
using digital media. To culminate the FYC learning experience, a major integrative project requires student teams
to develop a digital story based on the works, themes, or
authors studied as part of the Southern Literature course.
Area of Knowledge requirements met: Computer
Science without lab under the Natural and Mathematical
Sciences area, and Literature under the Arts and
Literature area. Cross-area requirements met: oneComputer-technological literacy, and one Western culture course. This course will also count as an elective
towards the English major. Four hours each semester.
Mr. Leska and Ms. Wesley.
FYEC 199-200 – Measuring Athletic Performance:
Biological and Statistical Views: - Athletic performance can be analyzed from diverse viewpoints. This
first year experience utilizes methodology from the disciplines of biology and the mathematical branch of statistics. The biology component will include topics such
as the effects of genetics, drugs (legal and illegal), and
environmental factors that influence athleticism and participation in athletics. The statistical component will
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First-Year Colloquia
psychological and neuroscientific research will contribute to an investigation of adaptive responses (e.g.,
successful intelligence, resilience and skill mastery) in
a few of nature’s most opportunistic mammals such as
rats, raccoons, and humans. In the companion course,
topics such as innovation, creative consumer problem
solving, environmental opportunity analysis, and vision
will be considered in the context of the development of
successful human enterprises. In both courses, content
will be derived from lectures, guest speakers, videos,
books, and individual/group projects. Area of
Knowledge requirements met: Social Science area
requirements in both Business/Economics and
Psychology. Four hours each semester. Ms. Lambert
and Mr. Myers.
FYEC 205-206 – Wonder Woman and Beyond:
Extraordinary Women in Theatre and Comics will
study theatre and graphic novels/comics from the perspectives of history, literature, and theory, with special
emphasis on some of the extraordinary female characters who populate these art forms and also on the extraordinary women playwrights, artists and authors who
have helped create them. The Drama section of the
course will look at the history of theatre itself and the
history of women’s place in theatre, with plays serving
as primary sources for exploration of the topic. Iconic
female characters such as Medea, Lady Macbeth, and
Hedda Gabler, as well as unique women playwrights
such as Hrosvitha and Aphra Behn, will take center
stage in the theatre history portion of the course.
Contemporary women playwrights such as Lorraine
Hansberry, Wendy Wasserstein, and Paula Vogel will be
showcased as the course moves to a study of contemporary theatre. The comics section will explore the history of comics/graphic literature as well as the history of
women within it, with graphic novels as primary sources
for exploration of the topics. Iconic female characters
such as Wonder Woman (United States) and Sailor
Moon (Japan) will lead our study of the cultural and historical contexts of comics production in Asia and the
West, while the works of contemporary authors such as
Alison Bechdel (Fun Home), Keiko Takemiya (To Terra)
will be the primary subject of literary analysis, complemented by relevant critical literature from a variety of
sources. Course will be taught by a member of the Asian
Studies faculty, and will feature substantial Asian
Studies content: Japanese history, popular culture, and
graphic literature will all play a prominent role. Area of
Knowledge requirements met: one art course under the
Arts and Literature area; one literature course under the
Arts and Literature area. Cross-area requirement met:
One Non-Western Culture course. Four hours one
semester and three hours the other. Ms. Mattys and
Mr. Munson.
cover an economic/statistical approach to modeling
measurement of many aspects of sport, including team
and individual performance and the determinants of success in sport. The course will culminate in a project
combining the genetic and statistical approaches to
analysis of sport. Area Knowledge requirement met:
Natural science course with lab under the Natural and
Mathematical Science area, statistics under Natural and
Mathematical Science area. Cross area requirement:
Computing. Four hours each semester. Ms. Falls and
Mr. Pfitzner.
FYEC 201-202 – Exile on Planet Earth: Conceptions
of the Self, Identity, and Alienation in a Global
Society – A cultural universal is the tendency of human
beings to form groups. Yet we are also likely to draw
boundaries around our own groups and to treat those
outside as “others or strangers,” often basing our definition of identity on categories such as race/ethnicity,
sex/gender, nationality, religion and class. But the alienation from fellow human beings that often accompanies
such divisions now extends to the products of human
labor such as technology. Through the careful study of
selected literary texts, scholarly papers, films, and popular culture, this course will explore the often arbitrary
changes in conceptions of self that have occurred across
societies and throughout history. We will examine the
historical and contemporary contexts in which categories of we versus they, self versus other, group identity and consciousness and alienation occur. We will
explore how friends and strangers are defined and how
they are (mis) treated based on those definitions. For
example, we will view colonialism through the lens of
the oppressor and of the oppressed peoples. Another
example is the AIDS epidemic which doubly stigmatized people with HIV/AIDS for having an (still) incurable disease initially diagnosed as sexually transmitted
among gay men. Similarly, we will explore the consequences of our digitalized, globalized society on contemporary movements of populations, and the human
interactions mediated by technology that shape new
forms of identity and create new conflicts. Throughout
our course, we will grapple with challenging questions
about power and prejudice, war and peace, and the
potential of the human race to create a more harmonious
world or to end in annihilation. Areas of Knowledge
met: one literature course under the Arts and Literature
area and one sociology course under the Social Sciences
area. Four hours each semester. Ms. Hilliard and
Mr. Dunkel.
FYEC 203-204 – Enterprisers and Opportunists:
Lessons from business, moguls, resilient mammals,
and other geniuses - This course will examine factors
related to the development of adaptive/successful strategies in areas as diverse as evolution, academics, personal fulfillment, leadership. and marketing. In one course,
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Foreign Literature in English Translation
satire, like Horace and Petronius, had different artistic
purposes. Modern writers like Nikos Kazantzakis and
Henry Miller have followed in the footsteps of the
ancient and written reflections on their experiences in
the ancient lands. This course will usually be taught in
conjunction with a trip to lands once known to Greeks
and Romans. The particular readings, especially the
modern ones, will be chosen to connect with the itinerary of the course. Students will read, analyze and discuss
both the ancient and the modern works. In their journals,
students will connect the reading with the sites visited
and will themselves practice different forms of travel
writing. Same as CLAS 206. Offered alternate years.
Three hours. Mr. McCaffrey.
221 – Modern Drama of the German-speaking World
in English Translation – A study of selected modern
German, Austrian, and Swiss dramatic works that represent the Germanic world view. Major themes of contemporary life to be explored include war and peace, an
expanding universe and human consciousness, personal
and linguistic isolation, the natural environment, supply
and demand, and values and meaning as exemplified in
drama. Same as GERM 221. Partially fulfills the Area of
Knowledge requirement in Art and Literature. Offered
alternate years. Three hours. Mr. Baerent.
222 – 20th-Century German Narrative Fiction in
English Translation – A close reading and critical study
of novels and other major examples of narrative fiction
with special emphasis on the works of a particular writer
(for example, the novels of Thomas Mann), or place, or
period (for example, Exile Literature or East German
narrative fiction). Same as GERM 222. Offered every
three years. Three hours. Staff.
227 – The New German Cinema – This course is
designed for both German majors and general FLET students. We will study content and form/techniques of ca.
12 films of the period between 1966 and 1990; the major
directors, who are known for their exploration of and
experimentation with the film medium, include
Alexander Kluge, Rainer Werner Fassbinder, Volker
Schondorff, Margarethe von Trotta, Helma SandersBrahms, Wim Wenders, Werner Heroz, Helke Sander.
The study and discussion of these films will introduce
students to the basics of film analysis and give them an
overview of an important phase in the history of modern
German film, exposing them to cultural and political
issues that faced Germany in the Cold War era. Same as
GERM 227. Offered every three years. Three hours.
Staff.
230 – Asian Literature: Islam and India – An introduction to the classics of Asian literature with specific
attention to translated classic works by Muslim and
Hindu authors. Same as ASTU 230. Offered alternate
years. Three hours. Mr. Inge.
Foreign Literature in English
Translation (FLET) Courses
201 – The Ancient Epics – Readings in English translation of the epics of Homer, Vergil, and other selected
ancient authors. Special attention will be given to oral
formulaic composition, the literary epic, the didactic
epic, literary conventions and traditions, and the influence of the genre on Western literature. Same as CLAS
201. Three hours. Ms. Gilmore.
202 – Greek and Roman Tragedy – Readings in
English translation of the tragedies of Aeschylus,
Sophocles, Euripides, and Seneca. Special attention will
be given to origins and development, literary and scenic
conventions, and the influence of the genre on Western
literature. Same as CLAS 202. Offered alternate years.
Three hours. Mr. Daugherty.
203 – Greek and Roman Comedy – Readings in
English translation of the comedies of Aristophanes,
Menander, Plautus, and Terence. Special attention will
be given to origins and development, literary and scenic
conventions, and the influence of the genre on Western
literature. Same as CLAS 203. Offered alternate years.
Three hours. Mr. McCaffrey.
204 – The Ancient Art of Friendly Persuasion – As
democracy evolved in Ancient Athens, the ability to
speak for one’s self before the assembled populace
became the distinguishing mark and crucial skill of the
free citizen. The Greeks then developed a theoretical
framework and an educational curriculum for eloquence
which was preserved by the Romans, passed into the
Middle Ages and formed the basis for the traditional liberal arts. To study both the ancient theory and practice of
eloquence, students will read speeches of Demosthenes
and Cicero as well as historical and theoretical works
about rhetoric and education. Students themselves will
put these theories into practice in a series of speeches
and presentations. Prerequisites: Freshman English.
Same as CLAS 204. Speaking intensive. Offered alternate years. Three hours. Mr. McCaffrey.
205 – Women in Antiquity – Although almost all of
Greek and Roman literature was written by men, many
works treat or concern women, sometimes as realistic
figures but more often as symbols. This course will
examine the image of women in classical literature from
Archaic Greece to Imperial Rome. For purposes of comparison and discussion, the social and historical realities
will be considered as well. Same as CLAS 205. Offered
alternate years. Three hours. Staff.
206 – Peregrinations: Travel in Antique Lands – This
course will study the many ways in which both classical
and modern authors have treated the theme of the journey. Epic poets, like Homer and Virgil, described their
heroes’ journeys for very special purposes. Writers of
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Foreign Literature in English Translation, French
231 – Asian Literature: China – An introduction to
Chinese literature with attention to translated classics as
well as modern works of fiction and poetry. Same as
ASTU 231. Offered alternate years. Three hours.
Mr. Inge.
232 – Asian Literature: Japan – This course will
explore the literature of modern Japan. In particular, this
course will examine the manner in which Japanese
authors have responded to the challenges of the twentieth century such as the construction of self, the quest for
love, the role of the family, Japan's relations with the rest
of the world, the war time state, the atomic bomb and the
reconstruction of postwar Japan, and colonial and postcolonial literature. The course will focus on techniques
of reading and interpretation of texts. All texts are in
English. Same as ASTU 232. Three hours. Staff.
248 – African and Middle East Literature and Film
– This course is a study of postcolonial literature and
film from Africa and the Middle East. The focus will be
on recent novels and short stories from countries formerly colonized by France (such as Senegal, Guinea,
Cameroon, Algeria, Morocco, and Tunisia,) but the
course will also include material from Lebanon, Egypt,
and Palestinian areas in Israel. Additionally, attention
will be given to transnational contemporary literature
and issues raised by migration and cultural change.
Readings and class discussions will be in English. For
French majors, most readings and the additional weekly
discussion session will be in French, thus providing a
fourth credit hour. Same as FREN 448. Prerequisites for
French credit: French literature survey 351, and 356, or
permission of instructor. Offered every three years.
Three hours; four hours for French major and
minor. Staff.
272 – Women in French Film – This course, open to
students from all academic backgrounds, will provide an
introduction to film analysis and will focus on the representation of women (as heroes, rebels, mothers, friends,
lovers, madwomen, etc.) in French films of the last 40
years. The course will also examine the work of several
important French women film directors. Over the course
of the term, students will become familiar with distinctive aspects of French film styles, with French vs.
American representations of women, and with the cultural context of the selected films. This course counts
towards the women’s studies minor or major, the film
minor, and French major. Prerequisite for French credit:
FREN 351 and 356. Same as FREN 472. Additional
class meetings in French for French majors or minors
who will earn four credit hours. Offered alternate years.
Three hours. Staff.
371 – Women in French Literature: 17th to 20th
Centuries – An examination of the various ways in
which women (both writers and literary characters) have
seen themselves and have been seen in a male-dominated society. The readings will include the works of such
women as Madame de Sevigne, Madame de LaFayette,
Madame de Stael, George Sand, Colette, Simone de
Beauvoir, and Marguerite Duras, as well as works whose
central characters are women, including Laclos’ Liasons
Dangereuses, Flaubert’s Madame Bovary, and
Mauriac’s Therese Desqueyroux. Formerly FREN 271.
Offered alternate years. Three hours. Staff.
French
Professors deGraff and Hilliard; Assistant Professor
Teixidor; Instructor Jennifer Shotwell
(Department of Modern Languages)
In its full range of courses, the French section of the
Modern Languages Department seeks to develop student proficiency in four areas: listening, speaking, reading, and writing. Courses at all levels are designed to
provide continued opportunities for use of the language
in a variety of modes and settings, on campus and
abroad. In addition to imparting linguistic skills, the
French section of the Modern Languages Department
nurtures critical thinking and synthesis in a program balancing language, civilization, and literature. The French
faculty believes that a multifaceted study of another culture sensitizes students to realities other than their own,
and encourages them to become more understanding of
cultural differences at the same time that they are developing an appreciation for the literature which evolves
from another culture.
The department offers a number of study abroad
opportunities. Individual faculty members accompany
groups of students to France during the January term,
and the college has established a fall and spring semester program in Paris and in Poitiers. In addition, through
its affiliation with ISEP, the college has exchange programs with several universities in France and in the
Francophone world. The college also offers an exchange
program with the University of Nice that is fully funded
by a scholarship.
The program for a major in French consists of a
minimum of 34 semester hours (including the capstone
course) and 11 courses of at least 3 semester-hour credit numbered 221 or above, planned in consultation with
an adviser in the department. FREN 241, 351 and 356
must be completed as soon as possible since these courses are prerequisites for upper-level literature and civilization courses. To major in French, students must have
departmental permission. All majors must take any tests
related to departmental assessment activities. French
majors are required to have a study abroad experience,
in a country where French is the native language, for an
entire semester.
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French
The program in FRENCH includes:
Major: (a total of 34 hours)
Group I (5-6 core courses)
FREN 220 – Language Development (may be
waived by department)
FREN 232 – Conversation
FREN 241 – Reading in French Literature (or
241*)
FREN 316 - Advanced Language Development (or
310* or 313*)
FREN 351 and 356 – Survey of French Literature
Group II (two courses)
FREN 261 – Civilization
FREN 366 – Modern French Civilization
Group III (at least two of these literature courses)
FREN 435 – Studies in the 17th Century
FREN 437 – Studies in the 18th Century
FREN 443 – Studies in the 19th Century
FREN 445 – Studies in the 20th Century
FREN 447 – Francophone Literature
FREN 448 – Literature and Film of Africa
FREN *455 – La Belle Epoque
FREN 472 – Women in French Film
Group IV (two electives)
FREN 221 – Phonetics (or 222*)
FREN 256 – Paris Old and New
FREN 273 – Business French
FREN 332 – Advanced Conversation
FREN 349 – Teaching Methodology for Foreign
Languages
FREN 450 – Internships in French
FREN 381 or 481 – Special Topics in Language or
Literature (only one 381 or 481 allowed)
Group V (Capstone - one hour course)
FREN 495, is a one-hour capstone course attached
to a 400-level literature course. (Students wishing to
develop a capstone project linked to a civilization course
must petition the Department of Modern Languages during pre-registration.)
Minor:
(a total of 18 semester hours from the three groups)
Group I (core courses)
FREN 232
FREN 316
Group II (oral French)
FREN 261 or FREN 366
Group III (two literature courses)
FREN 241 (or 241*) plus either 351 or 356
Group IV (one elective)
See list above (not FREN 495)
*Courses with asterisks are taught in Paris
Modifications of these groupings may occur if students elect to complete a portion of their study in courses taken abroad in programs other than our own in Paris,
Poitiers or Nice. The department will accept a maximum of one half the major and one half of the minor
courses in transfer from other institutions.
To receive an education endorsement in French,
students must successfully complete all courses required
for the French major including French Phonetics (FREN
221) and Teaching Methodology for Foreign Languages
(FREN 349). Students must spend a semester abroad or
complete a comparable program, as determined in consultation with the department.
French (FREN) Courses
111 – Elementary French – Essentials of French,
stressing the four skills: listening, speaking, reading,
writing. Required additional scheduled session of language practice. Given in French. Designed for students
with no experience in French. Three hours. Staff.
112 – Elementary French – Second half of elementary
French. Prerequisite: FREN 111. Required additional
scheduled session of language practice. Given in French.
Three hours. Staff.
115 – Intensive Elementary French – A review of elementary French intended for students having previously
studied French in high school. Required additional
scheduled session of language practice. Given in
French. Admittance through placement testing only.
Students who have taken FREN 111 and/or FREN 112
may not enroll in FREN 115. Four hours. Staff.
211 – Intermediate French – A review of French grammar with increased emphasis on reading, writing, conversation and comprehension, and introduction to
aspects of French culture. Required additional scheduled session of language practice. Prerequisite: FREN
112/115 or admittance through placement testing.
Given in French. Three hours. Staff.
212 – Intermediate French – Second half of Intermediate
French. Increased time spent on reading and writing of
compositions. Required additional scheduled session of
language practice. Prerequisite: FREN 211. Given in
French. Three hours. Staff.
215 – Intensive Intermediate French – An accelerated
course which completes intermediate French in one
semester. Designed for advanced students. Students
who have taken FREN 211 and/or FREN 212 may not
enroll in 215. Required additional scheduled session of
language practice. Given in French. Four hours. Staff.
216 – French Culture and Society – This travel-study
course in Paris will provide students in FREN 212 and
those who have just completed FREN 212 and 215 with
the opportunity to gain greater fluency in speaking and
writing in the target language. It will also allow students
to significantly increase their understanding of contemporary French culture, important artistic movements and
historical events as they relate to Paris itself. Students
will experience first-hand French daily life and cultural
through visits of monuments and immersion in the society. Co-requisite: FREN 212 or Pre-requisite: 212 &
215. Three hours. Ms. Teixidor.
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French
220 – French Language Through Contemporary
Films and Grammar – Through a selection of diverse
and recent French films and the study of grammar and
vocabulary, this course will broaden and strengthen the
knowledge of French grammar and language at the intermediate level. Topics such as family roles, class and
racial tension, immigration, and university life will be
analyzed and discussed. Students will widen their
knowledge of French contemporary issues and consolidate their linguistic skills through class and group discussions, the in-depth review of grammar points, and
writing exercises. Given in French. Prerequisite:
FREN 212 or 215 or instructor permission. Three hours.
Ms. Teixidor.
221 – Phonetics – An intensive study of the history of
the language, phonetic theory, and phonetic transcription. Individual conferences with the instructor for diagnosis and correction of particular pronunciation problems. Prerequisite: FREN 215 or 220. Given in French.
Three hours. Ms. Hilliard.
232 – Conversation – Intensive practice in conversational French. Emphasis placed on the acquisition of a
working nonliterary vocabulary. Topics of discussion
and reading centered upon contemporary French culture.
Given in French. Prerequisite: FREN 215 or 220 or
departmental permission. Three hours. Ms. deGraff.
241 – Reading Literature in French – This course is
designed to teach students, through close reading, the
basic structural relationships of a literary text in order to
read critically and imaginatively. It is organized by
genre because certain critical terms and problems are
most often associated with a particular genre. The
course will include three sections, devoted respectively
to the study of narrative prose, poetry, and drama.
Reading, speaking, and writing about literature are central activities in this course. Students will learn reading
strategies, which will be reinforced in class and outside
class. Given in French. Prerequisite: FREN 232 or
instructor permission. Partially satisfies the AOK
requirements for literature and art. Three hours. Ms.
Hilliard.
256 – Paris – Old and New – This course, conducted in
Paris, is an intensive study of French language and civilization. The course includes both language-building
exercises and a study of the history of Paris. Course
includes numerous visits to Paris museums and historic
monuments and sites as well as excursions to places of
interest outside of Paris.
Taught in French.
Prerequisites: FREN 220, or permission of the instructor. Satisfies the CAR for Western. Offered alternate
years. Three hours. Ms. Hilliard, Ms. deGraff.
261 – Civilization – Traces the development of French
civilization from prehistoric times through the
upheavals of the French Revolution. Students will study
the historical and political events as well as the key figures and movements which have shaped France’s devel-
opment over two millennia. Particular attention will be
paid to the ways in which cultural products such as art
and architecture are a reflection of the time period which
produced them. The content of the course will be
enriched by wide use of films, videos, and the Internet.
Given in French. Prerequisites: FREN 220 and 232 or
departmental permission. Three hours. Ms. deGraff.
273 – Business French – This course is designed for
students wishing to acquire a concrete knowledge of
French business terminology and business practices,
both to be directly applied in class workshops.
Prerequisite: FREN 232, 261 or 356. Three hours. Ms.
Teixidor.
316 – Advanced Language Development – This course
is a third year language course designed to consolidate
linguistic and grammatical skills and extend student’s
mastery of the language at an advanced level. A major
emphasis will be on writing, translation skills (English
to French and French to English), and grammar review.
Given in French. Prerequisites: FREN 220 and 232 or
241 or departmental permission. Three hours. Ms.
Teixidor.
332 – Advanced Conversation – This course provides
students with the opportunity to consolidate their speaking skills at an advanced level. Class discussion will
focus on topics related to French culture which will be
studied through the media of French films and T.V.
broadcasts. Given in French. Prerequisites: FREN 232
and 316 or departmental permission. Three hours.
Staff.
349 – Teaching Methodology for Foreign Languages
– Also listed as GERM 349 and SPAN 349, this course
fulfills a state requirement for students seeking certification in the teaching of foreign languages. Students will
explore the theories of language acquisition, current
research, and various methods of language instruction to
form a personal statement of teaching. This course will
emphasize the national standards and proficiency-based
objectives for foreign language instruction. Through the
development of a teaching portfolio for future classroom
use, learners will demonstrate the ability to present, reinforce, and assess communicative language skills including speaking, writing, reading, and listening. In addition, learners will develop practices to employ media for
language teaching. Given in English. Prerequisite:
seven courses beyond the 212-215 level and admission
to the Randolph-Macon Education Department’s teacher
preparation program. Course must be taken no earlier
than the academic year during which student teaching is
to take place. Offered as needed. Three hours. Staff.
351, 356 – Survey of French Literature I and II –
This course provides an introduction to French literature
and a survey of important trends from the Middle Ages
through the 21st century. Individual works will be studied in their social and historical contexts and students
will learn basic techniques of “explication de texte.”
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French
445 – 20th Century French Literature – A study of
French novels, plays, and films representative of the main
literary, philosophical, and artistic movements of the first
half of the 20th century such as Surrealism, Existentialism,
the Theater of the Absurd, and the New Novel. Readings
will include works by Gide, Sartre, Camus, Beckett,
Ionesco, and Robbe-Grillet. Films by Resnais and others
will also be studied. Given in French. Prerequisites: FREN
351 and 356, or departmental permission. Offered every
four years. Three hours. Ms. deGraff.
447 – Francophone Literature – This course provides
an introduction to the Francophone world (Quebec,
Africa, the Caribbean, and the Indian Ocean) through
the study of literature. We will read a variety of texts
(fiction, poetry, and essay) and examine their history and
relationship with France. We will pay close attention to
the question of colonialism and its impact on local societies and their cultures, the weight of traditions, gender
issues, and the aftermath of colonialism. Given in
French. Prerequisites: FREN 351 and 356 or departmental permission. Three hours. Ms. Teixidor.
448 – African and Middle East Literature and Film –
This course is a study of postcolonial literature and film
from Africa and the Middle East. The focus will be on
recent novels and short stories from countries formerly
colonized by France (such as Senegal, Guinea,
Cameroon, Algeria, Morocco, and Tunisia), but the
course will also include material from Lebanon, Egypt,
and Palestinian areas in Israel. Additionally, we will
examine transnational contemporary literature and
issues raised by migration and cultural change.
Readings and class discussions will be in English. For
French majors, most readings and the additional weekly
discussion session will be in French, thus providing a
fourth credit hour. Prerequisites: FREN 351 and 356, or
permission of instructor (for French credit). Same as
FLET 248. Offered every three years. Three hours; four
hours for French majors and minors. Not open to students who have completed FREN 348. Staff.
450 – Internship in French – Individually designed
field studies and projects for students of junior or senior
standing whose maturity and proficiency in French will
enable them to enter the fields of business, industry,
government, health, or social services. The internship
provides several weeks of practical application of
knowledge of French culture and language.
Prerequisites: certification of class standing, appropriate GPA, and permission of the department. Application
required; see Internship Program. Three hours. Staff.
472 – Women in French Film – This course, open to
students from all academic backgrounds, will provide an
introduction to film analysis and will focus on the representation of women (as heroes, rebels, mothers, friends,
lovers, madwomen, etc.) in French films of the last 40
years. This course will also examine the work of several important French women film directors. Over the
Given in French. Prerequisite: FREN 241 or departmental permission. Partially satisfies the AOK requirements for literature and art. Three hours each. Ms.
deGraff, Ms. Hilliard, Ms. Teixidor.
366 – Modern French Civilization – This course surveys the historical, political, cultural, and social background of France since the French Revolution. It will
study the impact of 1789 and analyze French contemporary society through major historical events such as WW
II, the end of colonization and the Algerian war, May 68
and the construction of Europe. It will also discuss the
issues of immigration, regionalism and nationalism, cultural exception, socialism, and look at some of the major
figures of French history. Textbook will be supplemented by the use of films and newspaper articles. Given in
French. Prerequisite: FREN 261 or 351 or departmental permission. Satifies the CAR requirement for
Western. Three hours. Ms. Teixidor.
381-382, 481-482 – Special Topics – Intensive work in
an area of language or literature not covered in the general curriculum, tailored to the needs of advanced students. Three hours each. Staff.
435 – 17th Century French Literature – This course
presents an in-depth study of the great classical writers
of the age of Louis XIV. Authors studied include
Corneille, Racine, Moliere, Pascal, Mme. de LaFayette,
La Fontaine, La Rochefoucauld, and La Bruyere. Given
in French. Prerequisites: FREN 351 and 356, or departmental permission. Offered every four years. Three
hours. Ms. deGraff.
437 – 18th Century French Literature – A study of
selected works by the major writers of the French
Enlightenment, illustrating the evolution from
Classicism to Preromanticism. The course will also
examine the literature of ideas leading to the French
Revolution in the works of the leading “Philosophes:”
Montesquieu, Voltaire, Diderot, and Rousseau. Special
attention will be given to the development of the memoir and epistolary novels and to the social criticism in
the theater of Marivaux and Beaumarchais. Given in
French. Prerequisites: FREN 351 and 356, or departmental permission. Offered every four years. Three
hours. Staff.
443 – 19th Century French Literature – The purpose
of this course is threefold: to explore the great literary
movements of the 19th century such as Romanticism,
Realism, Symbolism, and Naturalism; to examine closely both major and minor literary works with a view to
understanding the major thematic and formal concerns
of their authors (poets, dramatists, or novelists); and to
develop critical ways of reading long fiction and poetry.
Given in French. Prerequisites: FREN 351 and 356, or
departmental permission. Offered every four years.
Three hours. Ms. Hilliard.
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French, Geology
242 – Textual Analysis, Level II – This course teaches
techniques of textual exegesis at an advanced level
through close study of literary texts. Prerequisite: one
course at the 300-level in French or permission of the
department. Four hours.
280 – Art, Culture and Society – This course is a study
of the main cultural events in French history and the role
that the French Government played in these events.
Particular attention will be given to such leaders as
François I, Louis XIV, the Front populaire, André
Malraux, and Jack Lang, and will help to define the
notion of political culture. Examples will be drawn
mainly from the plastic arts. Prerequisite: FREN 232.
Three hours.
309 – Advanced Grammar, Level I – An intermediate
level French language course in grammar and composition designed to improve writing skills through vocabulary building exercises, study of idiomatic structures,
and numerous writing exercises. Prerequisite: FREN
232. Four hours.
310 – Advanced Grammar, Level II – A third-year
French language course designed to consolidate skills
acquired and to extend the student’s mastery of the language. Major emphasis on the written language and a
thorough grammar review at an advanced level with
importance given to learning complex grammatical
structures and development of a literary vocabulary.
Prerequisite: FREN 232. Four hours.
455 – La Belle Epoque – This course explores the historical, social, political, and artistic currents of the period of
the Belle Epoque (1870-1914). The mutual influences of
and interdependence between poetry, music, painting, and
literature are studied as important features of the
pre-World War I period. A discussion of the birth of
modernity in the conflicting artistic years 1912-1913 provides the student with a better understanding of a world in
transition. Prerequisite: FREN 241. This course counts as
part of Group III on the major. Three hours.
course of the term, students will become familiar with
distinctive aspects of French film styles, with French vs.
American representations of women, and with the cultural context of the selected films. This course counts
towards the women’s studies major or minor, the film
minor, and the French major. Prerequisites for French
credit: FREN 351 and 356. Same as FLET 272.
Additional class meetings in French for French majors
or minors who will earn four credit hours. Offered alternate years. Three hours. Staff.
482 – Special Topics – Intensive work in an area of language or literature not covered in the general curriculum, tailored to the needs of advanced students. Staff.
487-488 – Department Honors I and II. Staff.
491-492 – Independent Study – An independent study
under the guidance of a member of the department. At
least a 3.25 cumulative GPA and approval by the curriculum committee are required. Three hours each. Staff.
495 – Capstone Experience – This is a one-credit
course to be taken during the spring of the senior year
(during fall in the case of Education minors). Working
with their capstone adviser, students will submit for
approval of the Departmental Capstone Committee, a
topic related to the interests of the students. During the
fall of their senior year (during spring of their junior
year in the case of Education minors), students must
begin research for their capstone project. In addition to
the written project, students will make two oral presentations, one in English on research Day and another in
French. Performance in FREN 495 will be evaluated by
the Departmental Capstone Committee members and
will be based on the students’ work with their capstone
adviser, the capstone project, and the two presentations.
Given in French. Offered in spring, offered in fall when
necessary. One hour. Staff.
Study Abroad Courses
in Paris, France
All of the following courses are taught in French. The
minimum prerequisites for all courses taught in France
are FREN 232 and FREN 351 or permission of the
department.
222 – French Phonetics Practicum – This course aims
to improve student’s pronunciation through intensive
drills in the language laboratory and through individual
conferences with the instructor for diagnosis and correction of particular pronunciation problems. Prerequisite:
FREN 212 or its equivalent. This course counts as an
elective toward the French major or minor. Two hours.
241 – Textual Analysis, Level I – This course is
designed to introduce students to the techniques of textual exegesis and to teach them to appreciate the different prose styles of various forms of literary expression in
French. Texts studied will include literary and
non-literary works from different periods. Prerequisite:
FREN 232. This course counts as an elective toward the
French major or minor. Four hours.
Geology (GEOL) Courses
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101 – An Introduction to Geology and the Environment
– This course explores the relationship between human
beings and their geologic environment. First, it provides a
construct for understanding geologic concepts by addressing the nature of science, systems, and time. Using this
foundation, students examine earth’s internal/external
processes and responses within geological systems such as
rivers, coasts, aquifers, glaciers, soils, the mantle, and the
crust (volcanoes and earthquakes). In the process, students
learn: how geology relates to other disciplines; how to
respond critically to stories in the media and to arguments
by members of interest groups; and how to make wiser
business, political, and ethical decisions. Laboratory and
field work provide hands-on opportunities to learn the fundamental building blocks of geology and to analyze the
impact of human beings on earth’s systems. Three hours of
class and one three-hour laboratory session per week. Four
hours. Mr. Fenster.
Geology, German
201 – Watershed Hydrology and Water Resources –
This course introduces students to the basic physical and
chemical aspects of the applied interdisciplinary science
of hydrology. The scale of the watershed allows analysis of the details of hydrologic processes, study of water
motion as a continuum through interconnected systems,
and application of these concepts to water resource
issues. The laboratory and course components are taught
in an integrated lecture-field format which focuses on a
local and current water “problem” (for example, a Phase
II site assessment to determine the yield and quality of
water in the aquifer beneath the college). Projects may
involve aquifer slug and pump tests, quantitative analyses, modeling, water sample tests, field mapping, sediment/soil textural analyses, stream flow measurements,
and water budget data collection and analysis.
Prerequisite: GEOL 101, or permission of the instructor.
Three hours of class and one three-hour laboratory session per week. Four hours. Mr. Fenster.
312 – Coastal Geology –This course provides an analysis of the geologic controls and oceanographic processes that govern the evolution and nature of coastal environments. It also examines the impact of humans on
coastal environments such as sedimentary beaches,
rocky headlands, and estuaries. Students learn to detect
and predict coastal hazards as well as to analyze the
effectiveness of methods used to mitigate coastal erosion and to protect coastal development from the impact
of storms, storm surge and sea-level rise. Students will
critically examine various controversies surrounding
coastal issues, management strategies, and policy programs in scientific, socioeconomic, historical, political,
and ethical contexts. Includes a national and global survey of beaches and estuaries. Field methods, such as
beach profiling, coring, and grain size analyses are conducted at various coastal settings. Thus, field labs and
data analyses constitute a significant portion of the laboratory. Three hours of class and one three-hour laboratory session per week. Prerequisite: GEOL 101 or permission of the instructor. Four hours. Mr. Fenster.
their own, and encourages them to become more understanding of cultural differences at the same time that
they are developing an appreciation for the literature
which evolves from another culture.
The department offers a number of study abroad
opportunities. The college has established a fall and
spring semester program in Marburg. In addition,
through its affiliation with ISEP, the college has
exchange programs with several universities in
Germany and Austria.
The program for a major in German consists of a
minimum of 31 semester hours (including the capstone
course) and 10 courses of at least 3 semester-hour credit numbered 221 and above, planned in consultation with
an adviser in the department. To major in German, students must have departmental permission. All majors
must take any tests related to departmental assessment
activities. German majors are required to have a study
abroad experience in a country where German is the
native language.
All majors must also take any test related to department assessment activities.
Majors and/or persons seeking teacher certification
in German must successfully complete courses in
methodology and a minimum of 6 semester hours of
course work in the German language at an institution of
higher learning in a German-speaking country. We
strongly encourage majors to spend a full academic year
in the study abroad program in Germany at the PhilippsUniversität Marburg.
A minor program in German consists of at least 18
semester hours above GERM 212, which may include
up to 6 hours in FLET courses offered by the
Department of German. Minors are strongly urged to
participate in a summer school program or a fall semester program offered at the Philipps-Universität in
Marburg. Students preparing for teacher certification in
Virginia should include courses in methodology and
German culture.
German
German (GERM) Courses
Associate Professor Eren; Visiting Assistant Professor
Benson. (Department of Modern Languages)
In its full range of courses, the German section of
the Modern Languages Department seeks to develop
student proficiency in four areas: listening, speaking,
reading, and writing. Courses at all levels are designed
to provide continued opportunities for use of the language ina variety of modes and settings, on campus and
abroad. In addition to imparting linguistic skills, the
German section of the Modern Languages Department
nurtures critical thinking and synthesis in a program balancing language, civilization, and literature. The
German faculty believes that a multifaceted study of
another culture sensitizes students to realities other than
81
111-112 – Elementary German – Essentials of German
structure and syntax; emphasis on comprehension of written and spoken German, with course conducted largely in
German. Required additional scheduled session of language practice. Within two semesters, students are expected to master the fundamentals of German grammar and to
acquire an active vocabulary of at least 1,000 German
words. Three hours each. Staff.
120 – Reading and Translating German – A reading and
translating course designed for those students who need a
reading/translating knowledge of German. No prior
knowledge of German needed; no prerequisites; does not
fulfill collegiate requirements. For German majors and
minors, additional work will be required. Offered by
request. Three hours. Staff.
German
211-212 – Intermediate German – Readings in German
prose and poetry. Review of German structure and syntax.
Emphasis on enlarging vocabulary, refining grammatical
facility, and introducing elementary literary works.
Students must be able by the year’s end to handle secondyear graded readers without difficulty. Required additional scheduled session of language practice. Prerequisites:
GERM 111-112 or equivalent or placement by examination. Three hours each. Staff.
221 – Modern Drama in English Translation – See
FLET 221.
222 – 20th Century Narrative Fiction – See FLET 222.
227 – The New German Cinema – This course is
designed for both German majors and general FLET students. We will study content and form/techniques of ca.
12 films of the period between 1966 and 1990; the major
directors, who are known for their exploration of and
experimentation with the film medium include
Alexander Kluge, Rainer Werner Fassbinder, Volker
Schlöndorff, Margarethe von Trotta, Helma SandersBrahms, Wim Wenders, Werner Herzog, Helke Sander.
The study and discussion of these films gives students
an overview of this important phase in the history of
modern German film, while exposing them to cultural
and political issues facing Germany in the Cold War era,
and introducing them to the basics of film analysis.
Three hours of the course will be conducted in English,
one hour in German. German majors will complete all
written work in German. Same as FLET 227. Offered
alternate years. Four hours. Staff.
245 – Conversation and Film – This is an introductory
conversation course that can be taken after German 212 or
equivalent. Films, novels, and other readings provide the
basis for conversations that will deal primarily with the
culture of Weimar Republic and Nazi Germany (19331945). Special topics will deal with German resistance
groups as well as how Nazi laws affected Jewish life in
Germany. Grammar reviews and writing exercise will
round out the course. Prerequisite: GERM 212 or equivalent. Offered alternate years. Three hours. Ms. Eren.
251 – Topics in German Literature – An introduction
to literary interpretation designed to enable students to
engage in effective analysis of a variety of literary genres. Prerequisite: GERM 212 or equivalent. Given in
German. Partially fulfills the Area of Knowledge
requirement in Art and Literature. Offered alternate
years. Three hours. Staff.
261 – Culture and Civilization – An historical, social,
cultural, and literary study of the Holy Roman Empire of
the German Nation and the contemporary institutions
and social order of Germany, Austria, and Switzerland.
A wide range of audio-visual aids, as well as lectures,
will be used to illustrate the interrelationship of politics,
art, literature, and culture. Offered alternate years. Three
hours. Staff.
301-302 – Advanced German – The purpose of this
third year course is to refine and crystallize those language skills begun and partially perfected during the
first four semesters and to ensure that students enrolling
in more advanced courses requiring a great deal of reading, writing, and speaking in German will be equipped
to do the work without difficulty. Emphasis during the
first semester will be placed on a thorough grammar
review and close analysis of German sentence structure,
leading to the translation into correct and effective
English of German texts of increasing difficulty. This
will be followed by an introduction into theme writing,
beginning with guided composition and then moving to
theme writing in German without assistance from the
instructor. Upon this sound knowledge of German grammar, the second semester course will ensure a complete
familiarity with the 1800-word frequency list and will
stress increasing ability to express oneself orally.
Required additional scheduled session of language practice. Three hours each. Staff.
305-306 – Conversational German – Intensive individualized practice in conversational German to develop
the student’s ability to communicate orally. Emphasis is
placed on the acquisition of a broad vocabulary. Topics
of discussion and reading center upon contemporary
German culture as well as current events. Offered alternate years. Three hours. Staff.
314 – Modern Drama of the German-speaking World
– Study of a select number of plays from Frank
Wedekind to Peter Weiss. The material will be read in
the original German. This study of the primary texts will
be supplemented by critical writings with a strong
emphasis on Brecht’s dramatic theory. Emphasis on
close textural analysis, interpretive problems, and historical perspective. Prerequisite: a knowledge of
German adequate to the understanding and discussion of
contemporary German texts. Offered every three years.
Three hours each. Staff.
315 – The German Novelle – A brief history of the
European Novelle and a close reading of selected works
by 19- and 20-century German writers. A prior familiarity with other genres in German literature is recommended for more complete appreciation and understanding of the unique character of the German Novelle.
There will be close textual analysis of the Novellen,
which will be read in German, supplemented by critical
writings in both English and German. By the end of the
semester, students will be expected to have read representative works by the major authors of German
Novellen of this period and to be able to explain their
unique character in proper historical and literary critical
perspective. Ability to read and understand contemporary German is essential. Offered every three years.
Three hours. Staff.
349 – Teaching Methodology for Foreign Languages
- Also listed as FREN and SPAN 349, this course fulfills
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German, Greek
a state requirement for students seeking certification in
the teaching of foreign languages. Students will explore
the theories of language acquisitions, current research,
and various methods of language instruction to form a
personal statement of teaching. This course will emphasize the national standards and proficiency-based objectives for foreign language instruction. Through the
development of a teaching porfolio for future classroom
use, learners will demonstrate the ability to present, reinforce, and assess communicative language skills including speaking, writing, reading, and listening. In addition,
learners will develop practices to employ media for language teaching. Given in English. Prerequisite: Seven
courses beyond the 212-215 level and admission to the
Randolph-Macon Education Department’s teacher
preparation program. Required to be taken no earlier
than the academic year during which student teaching is
to take place. Offered as needed. Three hours. Staff.
381-382 – Special Topics – Intensive work in the areas
of language or literature not covered in the general curriculum, tailored to the needs of advanced students.
Three hours each. Staff.
495 – Capstone Experience – This is a one-credit
course to be taken during the spring of the senior year
(during fall in the case of Education minors). Working
with their capstone advisor, students will submit for
approval of the Capstone Committee, a topic related to
the interests of the student. During the fall of their
senior year (during spring of their junior year in the case
of Education minors), students must begin research for
their capstone project. In addition to the written project,
students will make two oral presentations, one in
English on Research Day and another in German. Given
in German. Offered in spring; offered in fall when necessary. Prerequisites: Since this course is associated
with an upper-division course, the prerequisites required
for the associated 400-level course will also apply to the
capstone. One hour. Staff.
496-498 – Senior Project – Six hours. Staff.
ARTH 212, 213, 216, 217, 218 or 219; three semester
hours of CLAS 226 or 311; and six semester hours of
departmental electives selected from among any CLAS
courses, FLET 201-206, ARTH 210-219, PHIL 251,
LATN above 112, or GREK above 212. CLAS 200 is
required by the end of the junior year.
Greek (GREK) Courses
All texts read in Greek. One course from 341-346
is taught each semester in a two-year rotation.
111 – Elementary Greek – A linguistically-oriented
approach to the study of the Greek language with
emphasis on grammatical structure and the acquisition
of an elementary reading facility. Offered every year.
Three hours. Staff.
112 – Elementary Greek – Further practice in the
grammatical structures of the Greek language with
increased emphasis upon the reading of simple Greek
prose. Prerequisite: GREK 111. Offered every year.
Three hours. Staff.
211 – Intermediate Greek – Grammar review and
selected readings from Greek prose. Prerequisite: GREK
112. Offered every year. Three hours. Mr. Daugherty,
Ms. Fisher.
212 – Intermediate Greek – Selected readings from
Greek New Testament, or classical Greek authors.
Prerequisite: GREK 211. Offered every year. Three
hours. Mr. Daugherty, Ms. Fisher.
341 – The Greek Epic – Selected readings from the
Iliad and the Odyssey of Homer. Offered every other
year. Three hours. Mr. Daugherty.
344 – Greek Historiography – Selections from
Herodotus, Thucydides, Xenophon, or Polybius. Offered
every other year. Three hours. Mr. Daugherty.
345 – Greek Philosophical Prose – Selections from
Plato, Aristotle, and their successors. Offered every
other year. Three hours. Mr. McCaffrey.
346 – Greek New Testament – Selections from the
Gospels and the Pauline letters with special emphasis on
problems of exegesis and historical criticism. Offered
every other year. Three hours. Mr. Daugherty.
481-482 – Special Topics – Intensive reading and interpretation of authors and texts not covered in general curriculum, tailored to the needs of advanced or pre-ministerial students. Offered as needed. Three hours each. Staff.
487-488 – Departmental Honors – Offered as needed.
Three hours each. Staff
496-498 – Senior Project – Individual research project
for classics majors with concentration in Greek. Six
hours. Staff.
Greek
Professors Camp, Daugherty, Fisher and McCaffrey;
Visiting Assistant Professor O’Neill.
(Department of Classics)
Students in the classics department study the Greek
language in order to read the actual words of the ancient
texts, including the Greek New Testament, to understand
and appreciate these writings both in the original languages and in translation, and to understand and appreciate Greek culture. A major in Greek is an excellent
preparation for graduate studies in classics, ancient history, archaeology, divinity, or law.
The major in Greek consists of 30 semester hours.
Of these, 18 semester hours should be in GREK above
the 200 level (LATN 211-212 may be substituted for six
of these hours); three semester hours taken from among
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History
2. Six hours (2 courses) in European history from the
following - HIST 226, 230, 241, 242, 250, 303, 311,
312, 371, 372, 375, 376, 386, 387;
3. Six hours (2 courses), in any combination, of nonwestern emphasis from the following fields: Asia HIST 221, 290, 391, 392, 394, 396, 397; British
Empire - HIST 347, 348; Slavery - HIST 332; Latin
America - HIST 251; or, Middle East - HIST 281,
282, 361, 365, 367;
4. 12 hours (4 courses) elected from the entire list of
history courses not previously taken for credit, and
above the 100 level.
Courses taken abroad and 400-level courses can also satisfy these distribution requirements; please consult with
the department chair. HIST 332 may be counted
towards the major under the American or the nonwestern designation, but not both. HIST 100-101, 111-112
are not part of the major. A minimum grade of C- is
required in all courses used on the history major or the
minor as is a minimum GPA of 2.0 for all courses in the
major or minor.
MINOR:
A minor consists of five three-hour history
History
Professor Porter, Chair; Professors Fischbach,
Jefferson, and Malvasi; Associate Professor Munson;
Assistant Professors Bergmann and Watkinson; Visiting
Instructor Throckmorton.
The last four or five hundred years have marked the
evolution of historical consciousness. In that time, history
has not only become a form of thinking and knowing, it
has become the essential condition of thought and knowledge. As the Dutch historian Johan Huizinga put it:
“Historical thinking has entered our very blood.” This
means that today we describe and understand every human
experience and endeavor not through their material, spiritual, or psychic characteristics but through their history.
In the midst of a society undergoing change, there
is a need for responsible citizens to understand the
process of change. History studies that process in the
only societies where it can be fully observed: those of
the past. In analyzing the transformations of societies of
other times, students acquire the analytical tools for better comprehending their own social environment. In
addition, the study of history provides a vocabulary of
examples of human activity, which brings greater awareness to the study of other intellectual disciplines.
Shakespeare’s plays, for example, take a deeper resonance when seen against a background of economic,
political, and social change in the Tudor and Stuart
dynasties.
The history department aims at more than guiding
students toward learning about the past. It also trains
students to think critically, research effectively, and
write lucidly. Students learn, through classroom experience and examinations, as well as through individual
research projects, how to analyze both the form and content of source material; how to discern historical trends
and patterns; how to postulate these and support them
with evidence; and how to present conclusions in a compelling, well-organized fashion. Several speaking-intensive courses also train students to communicate effectively in a public setting. The history department encourages majors to consider the benefits of study-abroad
and/or an internship experience.
The particular point of view of this department is
that history can best be learned where there is close collaboration between teacher and student. To that end,
classes are kept small, even at the introductory level, and
thereby considerable personal attention can be given to
a student’s work by the professor.
MAJOR: A major in history consists of a minimum
of 31 credit hours in eleven courses above History 100101 or HIST 111-112. One of these courses must be
HIST 401. The distribution of these courses is listed
below.
1. Six hours (2 courses) in American history from the
following - HIST 211, 212, 301, 302, 321, 322, 323,
324, 325, 326, 327, 328, 332, 333, 337, 338, 342;
courses numbered 200 and higher.
A minor in history must include at least one course
from each of the following areas as defined under the
Major - American, European, and nonwestern history.
Teacher Certification:
The program requirements of a history major planning to minor in education for the purpose of state certification (both elementary and secondary) vary slightly from
those of other history majors. HIST 111-112 is required
for certification and meets the AOK requirement. The 11
history courses above HIST 111-112 must include: 4
courses, 12 hours, in American history (6 hours of which
must be 211-212); 2 courses, 6 hours, in European history;
2 courses, 6 hours, in nonwestern history and HIST 319
(Geographical History) if seeking social studies certification. See list above for offerings under each designation.
Students seeking certification at the secondary level must
be certified in social studies which includes a major in history (see above) plus the following or their equivalents:
one course in economics - ECON 201 or 202, and
one course in political science - PSCI 201 or 202.
NOTE: All students must complete HIST 100-101 or 111112 before taking other history courses. HIST 111-112 are
offered primarily for students planning to meet the requirements of teacher certification; most students should complete their AOK requirement in HIST 100-101. Courses
from the two sequences cannot be mixed.
History (HIST) Courses
100 – Introduction to History, I – An introduction to the
skills and methods of historical study. Each section of the
course may differ in content by era, nationality, region or
topic, but all sections include common goals and require-
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History
Federalist, Jeffersonian, Jacksonian eras, and the social,
economic, cultural, and political tensions that culminated in the American Civil War. Offered every fall semester. Three hours. Staff.
212 – The United States since 1865 – This is a continuation of HIST 211, but may be taken out of sequence.
The Civil War was a watershed moment for the
American people and marks the beginning of “modern”
America. This course traces that transformation,
emphasizing the dramatic late-nineteenth century social,
economic, and political changes wrought by industrialization, immigration, and expansion and that forged the
powerful nation of the twentieth century–a century of
conflict at home and abroad that challenged and redefined American ideals. Offered every spring semester.
Three hours. Staff.
221 – Tokyo Past and Present - See JAPN 221.
226 – Warfare in Antiquity - See CLAS 226.
230 – The Ascent of Man – A seminar on turning points
in the cultural evolution of man, as surveyed in the television series by Jacob Bronowski. As Bronowski wrote,
“Man ascends by discovering the fullness of his own
gifts through his understanding of nature and of self.”
Three hours. Mr. Porter.
241 – England to 1660 – This course begins with a
rapid survey of England’s geography, medieval experience and continues with a more detailed analysis of the
Tudor and Stuart reigns. Emphasis is on the origins of
the English nation and on the 17th-century Revolution.
Offered alternate years. Three hours. Mr. Porter.
242 – England Since 1660 – From the Glorious
Revolution, this course extends the study of England
into the modern era. The semester’s emphasis turns on
the Industrial Revolution with its eighteenth-century
origins, the creation of a working class, and the impact
of the empire receiving special attention. The semester
concludes with Britain’s gradual decline in the 20th
century. Offered alternate years. Three hours. Mr.
Porter.
250 – Women in European History – Did women have
a Renaissance? Have the great events and movements of
European history affected women in the same ways as
men? Were women too busy giving birth and caring for
children and homes to have a role in, or an effect on,
European history? In this course we will survey Europe
from the Middle Ages to the present to answer these
questions and discover women’s place in European history. Same as WMST 250. Offered alternate years. Three
hours. Ms. Watkinson.
251 – Colonial Latin America - This course provides
an overview of Latin America through the 1820s, beginning with the pre-1492 American and Iberian backgrounds. Topics include: Spanish and Portuguese conquest and colonization; Iberian imperialism and the
ments. Students will be asked to reason historically, think
clearly and analytically, read critically, and convey their
understanding of change and continuity through clear and
concise essays. They will apply the skills learned by writing a critical or comparative book review in which they
judge how another historian has applied those skills.
Applicable toward the AOK requirement when combined
with HIST 101. Offered annually. Staff.
101 – Introduction to History, II – A continuation of
HIST 100. This course builds on the skills and understanding developed in HIST 100 and extends them through
more complex reading assignments and a research project
in which students fashion their own interpretation of a
period, person or an event. Historical skills are interrelated and cumulative. Sections may vary in content by era,
region, nationality, or topic; students may enroll in any
section of the course. Applicable toward the AOK
requirement when combined with HIST 100. Prerequisite:
HIST 100, or HIST 111-112 with permission of Chair.
Offered annually. Staff.
111 – Foundations of the Modern World I – This
course is a survey of history from the end of the classical era to the end of the 18th century. It explores the
development of the principal social, economic, political,
religious, and intellectual concepts that underlie today’s
global society. Emphasis is on the development of
European civilization, its interaction with Asia, Africa,
the Americas, and the Middle East, and its rise to world
dominance. The course also develops students skills in
reading and writing, and in historical methodologies:
chronology, narrative, analysis, and abstract thinking.
Required for teacher certification in History/Social
Science. Applicable toward the AOK requirement
when combined with Hist 112. Offered annually. Three
hours. Staff.
112 – Foundations of the Modern World II –This
course continues the themes of HIST 111 into the 19th
and 20th centuries. Emphasis is on the conservative, liberal, radical, industrial, nationalistic, and imperialistic
forces of the nineteenth century; it includes 20th century topics such as: the First and Second World Wars,
Communist Revolutions, the Cold War, the collapse of
European Imperialism, and contemporary world events.
Required for teacher certification in History/Social
Science. Applicable toward the AOK requirement
when combined with HIST 111. Offered annually.
Three hours.
*NOTE: HIST 100-101 or HIST 111-112 are prerequisites for all HIST courses at the 200 level or above.
211 – The United States to 1865 – This course analyzes the cultural, economic, political, and social developments of the European North American colonies and
the United States through the Civil War. It emphasizes
the origins of American nationalism and republican ideology during the colonial and revolutionary periods, the
rise of the two-party system, their maturation in the
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Atlantic World; race and slavery; socio-economic and
cultural patterns; and the struggles for independence and
nation building. Offered alternate years. Three hours.
Mr. Bergmann.
281 – Islam to the 14th Century – This course provides
an overview of the development of the Middle East from
the birth of Islam to the rise of the Ottoman Empire. It
seeks to acquaint students with the political, socio-economic, cultural, and religious forces that shaped the
lives of Middle Eastern peoples during this period.
Topics include: the life of the Prophet Muhammad;
Islamic belief (Sunni and Shi’i) and institutions; the
foundation of the Islamic states; the Umayyad and
Abbasid Empires; the Mongol invasions; and the
Crusades. Offered alternate years. Three hours. Mr.
Fischbach.
282 – The Modern Middle East – An examination of
the Middle East (Egypt and the Arab East, Turkey,
Israel, and Iran) from the 19th century to the present. An
effort is made to relate recurring upheavals in the area,
including conflicts between ethnic-religious groups and
economic classes, to structural transformations. Topics
include: the end of the Ottoman and Safavid empires;
Western imperialism and colonialism; Middle Eastern
nationalism; the Arab-Israeli conflict; the economics and
politics of oil; the Islamic revival; the U.S. invasion and
Iraq; and women’s history. Offered alternate years. Three
hours. Mr. Fischbach.
290 – Introduction to East Asia - See ASTU 290.
301 – United States Social and Intellectual History to
1865 – A study of the culture of the people of the
American colonies and the early republic. Emphasis will
be placed on the European origins of American thought as
well as on the philosophical and literary developments of
antebellum America. Offered every three years. Three
hours. Mr. Malvasi.
302 – United States Social and Intellectual History
Since 1865 – A continuation of HIST 301. A study of the
impact of industrialization and urbanization on American
life. Philosophical and literary trends are again stressed
and related to the two World Wars and the Great
Depression. Offered every three years. Three hours. Mr.
Malvasi.
303 – Roman Britain – See CLAS 303.
311 – Greek History – See CLAS 311.
312 – Roman History – See CLAS 312.
319 – Geographical History – This thematic course
illustrates how geographic methods and approaches can
further our understanding of past societies and civilizations. To do so, it uses the paradigm of the Atlantic
World from 1400 to 1888. It analyzes the relationships
of Western European, West African, and North and
South American peoples to the places they inhabited
and came to inhabit after 1400, as well as the intrare-
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gional, interregional, and transoceanic networks that
existed and emerged after contact and colonization. It
investigates how both regional and hemispheric geographical attributes affected social and cultural development and contributed to social, cultural, and political
changes over time-this includes: climatic and environmental factors, trade and distribution, land use, demographic shifts, and perceptions of the physical geography of the land. Offered alternate years. Three hours.
Mr. Bergmann.
321 – The Colonial Period of American History – This
course will emphasize the European background of the
American colonies and the story of the settlements in
North America during the 17th and early 18th centuries.
Attention will be given to the social and intellectual
aspects of colonial life as well as to the developments of
colonial government. Offered alternate years. Three
hours. Mr. Bergmann.
322 – The Revolutionary Period of American History
– A continuation of HIST 321. The chief subjects of discussion will be the development of British colonial policy, colonial rivalries, the growth of American resistance to
the mother country, the American revolution, and the
struggle to define the Nation to 1789. Offered alternate
years. Three hours. Mr. Bergmann.
323 – The Early Republic, 1789-1824 – The Constitution
was only the starting point in the establishment of a national government; equally important were the precedents set
by the first generation of men who held office. This course
examines the origins of our present governmental system
and explores the beginnings of the shift from an agrarian
economy to a commercial and industrial one. Offered
alternate years. Three hours. Mr. Bergmann.
324 – The Age of Jackson, 1824-1845 – This course surveys the history of the United States from the election of
1824 to the outbreak of the Mexican War in 1846.
Primary emphases include: the rise of democracy, the
growth of the market, and the ferment of social reform;
Indian removal and territorial expansion; the Bank War
and the Nullification Crisis; the growth of southern sectionalism; and the development of competing definitions
of the Republic. Offered alternate years. Three hours.
Mr. Malvasi.
325 – The Crisis of the Union, 1845-1861 – This
course surveys the history of the United States from the
outbreak of the Mexican War in 1846 to the outbreak of
the Civil War in 1861. Primary emphases include: the
debate over territorial expansion and the spread of slavery; the collapse of the Second American Party System;
the general political upheaval of the 1850s; the election
of Abraham Lincoln; the secession of the southern
states; the formation of the Confederacy; and the outbreak of civil war. Offered alternate years. Three hours.
Mr. Malvasi.
326 – The Civil War and Reconstruction, 1861-1877
– This course surveys the history of the United States
History
Walker, Toni Morrison, Gloria Naylor, Charles Johnson,
and Roger Mosley. Three hours. Mr. Jefferson.
342 – “The Godfather” as History – Few novels and
films have influenced American popular culture as
deeply as has “The Godfather.” More than a lurid
expose of organized crime, “The Godfather” is a tragedy
in the classical sense, which unmasks persistent truths
about human nature, society, and history that complexities of modern life obscure. In this course, students will
examine “The Godfather” to discern the insights the
novel and film offer into such perennial questions as the
nature of power, the sources of individual and social corruption, the consequences of sin, the character of the
good society, the meaning of virtue, the efficacy of religion, and the relations between traditional culture
(Gemeinschaft) and modern society (Gesellschaft).
Offered alternate years. Three hours. Mr. Malvasi.
347 – 19th-Century British Empire – The development
of the empire from the Napoleonic Wars to the First World
War; Imperial ideology and government; Canadian
Confederation; early Australia and New Zealand; problems in the British West Indies; the China trade; the Indian
Mutiny; African exploration and the Anglo-Boer War in
South Africa. Offered alternate years. Three hours. Staff.
348 – 20th-Century British Empire – The evolution of
the British Empire/Commonwealth from the First World
War to the present – Canadian nationalism; Federalism
and Democracy in Australia; New Zealand socialism; Irish
nationalism, and the Anglo-Irish Accord; Mahatma
Gandhi; Empire by Mandate in the Middle East; the
Statute of Westminster; race and nationalism in South
Africa; and the problems of de-colonization in the postWorld War II era. Offered alternate years. Three hours.
Staff.
352 – Victorian England – Queen Victoria’s name has
become synonymous with the triumph of bourgeois values in the 19th century. This course will make a close
examination of Britain’s economic ascendancy, liberal
politics, and the “Victorian Frame of Mind.” Offered
alternate years. Three hours. Mr. Porter.
354 – The Renaissance – During the fourteenth century, the Italian peninsula witnessed an explosion of intellectual and artistic creativity as classical forms were
rediscovered and reinterpreted for contemporary purposes. This course will explore this movement which
came to be known in later centuries as the Renaissance.
Some of the topics covered are civic and Christian
humanism, Renaissance self-fashioning, courtly culture,
the Scientific Revolution, the evolution of the artist as
hero, conspicuous consumption, and the development of
“taste.” Offered alternate years. Three hours. Ms.
Throckmorton.
355 – The Reformation – In 1500 most of Europe officially subscribed to one brand of Christianity, the one
articulated by the Catholic Church in Rome. The events
from the outbreak of Civil War in 1861 to the end of
Reconstruction in 1877. Primary emphases include: the
military history of the war; the political and social history of the Confederacy and the Union; and the history of
Reconstruction in the South. Offered alternate years.
Three hours. Mr. Malvasi.
327 – The Gilded Age, 1879-1919 –This course surveys the history of the United States from the end of
Reconstruction in 1877 to the outbreak of World War I
in 1914. Primary emphases include: the rise of big business and the organization of labor; the growth of cities
and the creation of urban politics; the agrarian revolt and
the Progressive reform movement; the transformation of
American manners and culture; and the emergence of
the United States as a world power. Three hours. Mr.
Malvasi.
328 – The United States in the 20th Century – This
course will narrate the changes in modern American economic, social, political, and intellectual realms. Although
HIST 212 is not a prerequisite, it is strongly recommended. Offered alternate years. Three hours. Staff.
332 – The Problem of Slavery – This course surveys
the history of slavery in the Western Hemisphere.
Primary emphases include: the role of slavery in the
colonial expansion of Europe; the emergence of a
unique ideology of slavery in the southern United States;
and the creation of Afro-Caribbean and AfricanAmerican cultures that enabled Blacks to challenge slavery. Offered alternate years. Three hours. Mr. Malvasi.
333 – The Antebellum South – This course surveys the
development of Southern society from the founding of
Jamestown in 1607 to the outbreak of Civil War in 1861.
Discussion will emphasize the origins and expansion of
slavery, the rise of the plantation economy, the relations
between masters and slaves, the character of Southern religion and thought, and the politics of secession. Offered
every three years. Three hours. Mr. Jefferson.
337 – African-American History Since 1865 – This
course provides the opportunity for students to gain a
chronological and thematic understanding of AfricanAmerican history since the Civil War. It examines and
evaluates the legacy of slavery, the nature and evolution of
African-American culture and thought, the promise and
perils of emancipation, the accomplishments and failures
of Reconstruction, the origins and consequences of segregation, the struggle for civil and political rights, and the
ongoing effort to create an integrated society. Offered
every three years. Three hours. Mr. Jefferson.
338 – The Black Novel as History – This course uses fiction to explore the nature and meaning of AfricanAmerican history. Novelists studied will vary. Writers considered in the past have included Charles Chestnutt, James
Weldon Johnson, Richard Wright, Chester Himes, Zora
Neale Hurston, Ralph Ellison, James Baldwin, Alice
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History
of the sixteenth century, the so-called “Iron Century,”
demonstrated that the ties that bound Church, societies,
and people could be, and in many cases, were broken.
This course examines how other expressions of
Christianity emerged in Western Europe during the early
modern period, and the impact that these expressions
had on the way people approached God, society at large,
and each other. This course covers the Lutheran,
Reformed, English, Radical, and Catholic Reformations.
Offered alternate years. Three hours. Ms. Throckmorton.
361 – Modern Egypt – Described as the only true
“nation” in the Arab world, Egypt has provided the modern Arab world with cultural and political leadership
even as it has preserved its unique identity and historical
experience. This course examines such crucial issues in
modern Egyptian history (beginning in the mid-18th
century) as Egypt’s relationship with the great powers,
state industrialization, Islamic reformism, Arab nationalism and Arab socialism, Third Worldism, cultural production, the Arab-Israeli conflict, and the experiences of
“ordinary” Egyptians. Offered alternate years. Three
hours. Mr. Fischbach.
367 – Arab-Israeli Conflict – At its heart, the ArabIsraeli conflict has revolved around different nationalisms struggling for exclusive control of the same piece
of territory, alternately called Palestine or Israel. This
course explores the contending Arab and Zionist claims
to the land during the 19th and 20th centuries and discusses the course of the resulting struggle. It also examines by-products of the conflict, including socio-economic, political, and psychological ramifications for
Jews and Arabs both in Palestine-Israel and beyond.
Offered alternate years. Three hours. Staff.
375 – Royal France – The growth and development of
the French nation from ancient Gaul through the reign of
Louis XIV – Charlemagne and the rise of feudalism; the
first Capetians; Louis IX, Philip IV, and the foundation
of absolute monarchy; the Hundred Years’ War; Francis
I and the French Renaissance; Henry II and the religious
civil wars; Henry IV, Richelieu, Mazarin and the consolidation of monarchical power; and Louis XIV, the
majesty of Versailles and the legacy of the Sun King.
Offered alternate years. Three hours. Staff.
376 – Modern France – The nature of the absolute
monarchy in the eighteenth century; Louis XV, Louis
XVI, and the Enlightenment; the Revolutionary and
Napoleonic eras; the Restoration and the Revolution of
1830; Louis-Phillippe and the Revolution of 1848; the
Second Republic and the Second Empire of Louis
Napoleon Bonaparte; The Third Republic and the two
world wars; the Fourth Republic and its demise;
DeGaulle, the Fifth Republic, and contemporary developments. Offered alternate years. Three hours. Staff.
380 - Spain in the Modern Era – In 1700 a vigorous
new dynasty encouraged hopes that Spain, an economic
and political backwater, might recover its lost energy
and splendor. This course surveys Spain’s history from
the arrival of the Bourbon kings in a Spain rent by its
ongoing struggle between the old and the new to the pluralistic and open society of today. Emphasis will be on
development of a Spanish national identity, the relationship of church and state, the class struggle, and the current search for economic and political visibility. Offered
alternate years. Three hours. Ms. Watkinson.
381 – Special Topics in History – These courses focus
on areas of history not otherwise covered in the curriculum. Prequisite: permission of the instructor. Three
hours. Staff.
386 – World War I – A research seminar on the "Great
War." World War I (1914-1919) was a transforming
experience in world history. This course will take a
close look at the war in general and each student will
study one aspect of the war in detail. Offered alternate
years. Three hours. Mr. Porter.
387 – Problems in Contemporary Europe, 1900 to
Present – A study in the history of modern Europe.
Special emphasis on the causes and consequences of
war, fascism, communism, the European Union, and
Europe’s colonial withdrawal. Offered alternate years.
Three hours. Staff.
391 – Ancient, Mughal, and British India – The origins of Indian civilization and classical Hinduism; the
Sultanate of Delhi; Akbar the Great, the Mughal Empire
and its decline; European trade; the Portuguese; AngloDutch-French rivalry and the dominion of the East India
Company; British expansion; and the nature of the
Indian Mutiny and its aftermath. Problems of analysis
and interpretation. Offered alternate years. Three hours.
Staff.
392 – Modern India, Pakistan and Bangladesh – The
impact of European rule on the subcontinent: the nature
of British imperial government; and modernization and
social change. The rise of Indian nationalism: the Indian
National Congress and constitutional developments; the
First World War and the Amritsar massacre; Mahatma
Gandhi; and Muslim separatism, the transfer of power
and Partition. The problems of independent South Asian
governments, contemporary developments and problems of historiography. Offered alternate years. Three
hours. Staff.
394 – Japan – Starting in the Tokugawa Era (16031868), this course will examine Japan's social and political tradition before turning to nation building and
Japanese contact with foreign powers. Interwoven is
critical analysis of Japanese culture and society with
emphasis on the socio-economic situation today.
Offered alternate years. Three hours. Mr. Munson.
396 – Modern China, 1800 to 1935 – This course will
examine China’s geography, traditional society, the penetration of Western Civilization, and the rise of Chinese
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History, Honors
nationalism. The course ends with the Long March.
Offered alternate years. Three hours. Mr. Porter.
397 – Modern China, Since 1935 – A continuation of
HIST 396, this course takes a close look at the goals,
achievements, and problems of China since the Long
March. It examines topics such as: education, political
structure, the economy, population, and women.
Prerequisite: HIST 396 is recommended but not required.
Offered alternate years. Three hours. Mr. Porter.
401 – Capstone Experience – A culminating experience in which a history major will integrate, extend, and
apply knowledge and skills from the student’s general
education and major programs. Enrollment is through a
project contract which may include one of the following:
student teaching, a study abroad experience of one semester
or more in duration, a research experience outside of a class,
or a significant research project completed in conjunction
with a regularly scheduled major course. Prerequisites:
senior status or junior status with consent of department
chair. One hour. Staff.
450-451 – Internship in History – Qualified students may
combine their classroom knowledge with practical experience in internship placements in government, business, law,
museum, research institutes, or other fields. Students will
complete a project mutually agreed on by the student, the
supervisor, and the instructor. Open to juniors and seniors
with the permission of the department. Application required;
see Internship Program. Three hours each. Staff.
481-482 – Special Topics in History – These courses focus
on historical topics not specifically covered in the general
curriculum and are designed to meet the individual needs of
advanced students. Prerequisite: permission of instructor.
Three hours each. Staff.
487-488 – Departmental Honors – For students enrolled
in the Honors Program. The course of study will involve a
program of reading and research in an area of history appropriate to the student’s interest. Offered on request. Three
hours each. Staff.
491-492 – Independent Study – An independent study
under the guidance of a member of the department. At least
a 3.25 cumulative GPA and approval by the curriculum
committee are required. Offered on request. Three hours
each. Staff.
496-498 – Senior Project – This individual study program for history majors is designed to give students an
introduction to historical bibliography and the techniques of historical research. Conferences and a major
research paper will be required. Offered on request. Six
hours. Staff.
ments that have made contemporary Britain. Three
hours.
Study Abroad course
offered at the Sorbonne in France
375 – History of France from the Middle Ages to the
XVIII Century – This course includes two series of lectures. The first, the Historical Evolution of France,
offers a study of the origins of French civilization from
the Gallo-Roman era to the beginning of the 18th century. The aim of the second series of lectures entitled
History of Ideas is to present the fundamental traits of
French civilization through 1) a study of important
French philosophers, 2) an analysis of the evolution of
concepts such as civilization, progress, and the philosophy of history, and 3) discussion of the implication of
these concepts in France’s history from the 15th century
to the 19th century. Prerequisite: FREN 232. Students
taking this course may not take FREN 261. May be
counted toward a major in history. Three hours.
Honors (HONR) Courses
Study Abroad courses
offered at Wroxton College in England
HIST3422 - Britain in the Modern Era - A history of
Britain in the 19th and 20th centuries, which will focus
on the political, social, economic, and cultural develop-
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123 – The Ascent of Man – A seminar on turning points
in the cultural evolution of humanity. According to Jacob
Bronowski, “Man ascends by discovering the fullness of
his own gifts . . . What he creates on the way are monuments to the stages in his understanding of nature and
self.” Substitutes for HIST 101 or HIST 112 and counts as
a multidisciplinary and a Western course toward the Cross
Area Requirements. Three hours. Mr. Porter.
234 – Woody Allen and the Art of Comedy – Woody
Allen proved to be one of the twentieth-century’s most
versatile creative forces as a fiction writer, stand-up comedian, scriptwriter, playwright, film director, and actor. In
all of his comic work, he has been a serious artist with a
consistent vision about modern life and society and the
human condition. This course will explore that vision
through a study and analysis of his writings and work as a
major American humorist. Four hours. Mr. Inge.
243 – Homer and Hollywood: The Iliad and the
Odyssey in Film – The Iliad and the Odyssey of Homer
are classics of Greek and Western Literature and have had
an enormous impact on high culture in the lofty reaches of
great art, music, literature, and performance. They deserve
such a position and every educated person should learn
how to read, comprehend, and profit from them. They
were also extremely popular and accessible throughout
antiquity, and were enjoyed in their own right as smashing
good yarns, riveting stories, and entrancing performance
pieces. This course will not only read and examine all of
both works and place them in their appropriate context as
literature of the heroic, oral, and tragic traditions, but will
also explore their themes and images as pop culture entertainment – both then and now by examining several films
which attempted to either tell the same story or used the
themes and plots of the epics in different contexts.
Partially fulfills the Area of Knowledge requirement in arts
Honors
the help of witches), and his love (including the disastrous
marriage to Guinevere) was chronicled extensively in literature from the middle ages on in texts like Spenser’s The
Faerie Queene and Tennyson’s The Epic. Though much
of our work in the course will focus on reading and analyzing texts that feature either Arthur or his knights (and
often both), we will also consider how and why Arthur has
become such a major part of our culture today—enough to
inspire films, musicals, and even television shows. All the
while, we’ll learn about why Arthur, his knights, and his
bride, Guinevere, became such important expressions of
England and of Britain more generally. Partially fulfills
the Area of Knowledge requirement in arts and literature
(literature) and counts on the English major or minor.
Three hours. Ms. Cull.
272 – Natural History of Southern Africa – This field
course will be a study of the natural history of South
Africa, including a comparison of diverse biological communities, wildlife, plant life, and physiography. Probable
sites visited during the 16 day field experience in South
Africa include Kruger National Park, Game Preserve,
Drakensberg Mountains, Karoo Desert, Table Mountain,
Blade River Canyon, Tsitsikamma National Park, and
Capetown.
Biological/ecological principles will be
incorporated along with conservation issues relevant to the
diverse areas to be visited. In addition to comparative
observational study of the varied sites, a 2-3 day field
research project will be conducted by student groups at
one site. Partially fulfills the Area of Knowledge requirement in the sciences (natural science with laboratory and
the Experiential (travel) Cross Area Requirement). May be
counted as an elective on the Biology major. Four hours.
Mr. Knisley.
273 – Big Screen Greece: Greek Civilization in Film –
This course will examine the depiction of the history and
culture of classical Greece from the end of the dark ages
(c. 750 BC) to the death of Alexander the Great (323 BC)
in American films. We will concentrate on several topics
and events such as myth, the Sword and Sandal or Peplon
genre, Greek drama, Socrates, the Battle of Thermopylae,
Xenophon’s Anabasis and the career of Alexander. In the
process we will examine the nature of historical truth versus artistic truth. Substitutes for HIST 100 and counts on
the Classical Studies, Latin, and Greek majors or the
Classical Studies minor. Four hours. Mr. Daugherty.
274 – Defining the Classical Style – Classical art, classical music, Neoclassical architecture, Classic Rock. What
is this “Classical Style” we hold in such high esteem?
Why is it that the art and culture of the Classical civilizations of Greece and Rome are still influencing our world
today? In his book Neuroarthistory (Yale, 2007), John
Onians comments, paraphrasing the words of Karl Marx:
“The appeal of Greek art lies in it being a product of the
childhood of humanity.” Famous men from Aristotle to
Leonardo, John Locke to Sigmund Freud considered the
classical style of the Greeks to be the standard against
which their own times were measured. So what precisely
and literature (arts) and counts on the major or minor in
Classics. Four hours. Mr. Daugherty.
253 – The Nature of Evil: Monsters and Others – A
study of the nature of evil as portrayed in fiction and film
about three iconic figures: Dracula, a representative of
supernatural or Satanic evil; the Frankenstein monster, the
result of perverted rationalism and science; and Jack the
Ripper, a product of innately human or psychopathological evil—all embodiments of our own insecurities and
fears of the strange and unfamiliar. Partially fulfills the
Area of Knowledge requirement in arts and literature (literature). Four hours. Mr. Inge.
255 – Monsters and Modernism – Monsters and
Modernism, or “Who are you calling weird?” focuses on
the human fascination with otherness that can be traced
back to ancient Greece and the Cyclops in Homer’s Iliad
and other mythical half-human monsters, and even earlier
to the allegorical tales of ancient Egypt and Mesopotamia.
Modern otherness is highlighted in the debates surrounding identity politics—the civil rights, feminist, and in particular, the disability rights movements. This course considers the various theories and methods that social scientists employ to examine identity (including lengthy conversations about postmodernism and alternative epistemologies) in an attempt to better understand how normalcy is socially determined. The examination will include a
closer look at popular culture, and specifically how disability and other differences amongst individuals are portrayed in film, television, print media, etc. Students will be
expected to read and disseminate a wide variety of
sources, write several substantive papers responding to
major class themes, and engage in regular Socratic dialog
during class meetings and the small groups that will meet.
Partially fulfills the Area of Knowledge requirement in the
social sciences (sociology), counts as a multidisciplinary
course toward the Cross Area Requirements, and counts
on the sociology major or minor in group 4. Three hours.
Mr. Trammell.
267 – Politics and Film – An examination of popular feature films focused on the institutions and processes of
American government. Students are asked to examine the
accuracy of the film’s exposition as well as the interpretation of government offered. Students are also asked to
examine how the resources available to the film maker
have been used to direct the films’ audiences to that interpretation. Partially fulfills the Area of Knowledge requirement in arts and literature (arts) or social science (political
science), and counts as a multidisciplinary course toward
the Cross Area Requirement. Counts as an elective for the
political science major or minor and substitutes for FILM
210 on the Film minor. Four hours. Ms. Conners.
271 – King Arthur in Literature and Popular Culture
– This course will focus on the representation of one of the
most famed literary and historical figures of all time—
Arthur of Britain. Arthur’s life—including myths about
his mysterious upbringing, his rise to power (perhaps with
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Honors, International Studies
is “Classical?” In this course we will examine the definition of ‘classical’ by studying in depth the classical style in
the art and architecture of the Greeks and Romans, and by
tracing the evolution of the idea of the ‘classical style’
through the Renaissance, Neoclassical period, and modern
era, in art, architecture, design, music, and cinema.
Illustrated lectures will be accompanied by visits to museums, buildings and monuments, and concerts, if available.
Partially fulfills the Area of Knowledge requirement in arts
and literature (arts) and counts as a multidisciplinary and
Western course toward the Cross Area Requirement.
Counts on the Classical Studies major or minor, the Art
History major or minor, and as an art history course on the
Studio Arts major. Three hours. Ms. Fisher.
275 – The New Atheism – Recent books by Christopher
Hitchens, Richard Dawkins, and others have helped spur a
cultural and political movement that is being called "the
new atheism." In this course, we will critically evaluate
the new atheists' arguments against God and religion, as
well as explore secularists' attempts to organize politically
in an America that is quite hostile to their interests. Counts
as a multidisciplinary course toward the Cross Area
Requirement. Counts in group 1 on the Political Science
major. Three hours. Mr. Meagher.
276 –
International Marketing – Issues and
Applications – This travel course will draw on principles
of marketing (Product, Pricing, Distribution, and
Promotion) in an international context with an emphasis
on Business to Consumer (B2C) marketing. Students will
complete a project and a marketing plan comparing and
contrasting marketing practices in both the United States
and in Great Britain. Offered at Wroxton College, the history of the origins and structure of the EU and the British
Parliament will be taught by Wroxton staff. Students will
attend debates and participate in discussions with British
economists and politicians at the U.K. Parliament.
Selected industry tours included. Certain lectures and travel opportunities may be held jointly with students in
ECON 383. Partially fulfills the Area of Knowledge
requirement in the Social Sciences (Economics and
Business) and the Experiential (travel) Cross Area
Requirement. May be substituted for BUSN 380 on the
Economics and Business major. Three hours. Mr.
Showalter.
277 – Music & the Moving Image – This course examines the art of film music and the role music plays in the
formation of narrative meaning in film. Students will
develop an understanding of the musical techniques utilized by composers and the ways those techniques shape
the viewing experience. Particular attention will be paid to
recognizing the ways composers’ employ mood, orchestration, thematic unity, and stylistic diversity to complement and contradict the action on the screen. The course is
divided into four large units: the Silent Era, Early Sound
Film, Classic Hollywood, and the Post-Studio Era. In each
unit, students will examine the aesthetics of the period and
analyze representative film scores. In addition to learning
strategies for analysis and interpretation, students will also
have the opportunity to compose their own original film
scores. No musical experience is required. Partially fulfills
the Area of Knowledge requirement in arts and literature
(arts) and counts as a Western course toward the Cross
Area Requirement. Four hours. Mr. Doering.
International Studies
Professor Badey, Director; Professors Brat, Fischbach,
Hilliard, Lang, Lowry, Pfitzner, Turner, and Wessells;
Associate Professors London and Munson; Assistant
Professor Rodman.
International Studies is an interdisciplinary program
that seeks to develop students' understanding of their
place in the world and of how the various cultural, political, economic, and social systems function and interrelate. By emphasizing an increased understanding of
diverse cultures, persons, and ideas, the program aims to
cultivate the tools and skills that will provide students
with a sound foundation for graduate studies and professional careers in teaching, politics, international business, and public service.
The International Studies major consists of six core
courses and seven courses within one of two concentrations. The concentrations include Culture & Society and
International Relations. The International Relations concentration allows an emphasis in Political Science or
Economics/Business. The Culture & Society concentration
allows emphases in area studies. Some courses in this program may be counted as part of the collegiate requirements.
1. A Common Core
The core for the major consists of 6 courses – INST
251, 261, 321 and 422; ECON 201; and one language
conversation course above the intermediate (212 or 215)
level where offered. (If one is not available, another
course will be substituted with the approval of the director of the International Studies Program.) In addition,
international studies majors must take MATH 111/113,
which will not count on the major.
In the new curriculum adopted by the faculty effective with the academic year 2005-06, students will be
required to include a capstone experience in their senior
year as part of their major program. Capstone experiences for the International Studies major include INST
422, 448-449, 452-453, 483-484, 493-494, and 496-498,
and alternative experiences must be approved by the
director of the International Studies Program before it
will count as a capstone experience.
2. Foreign Study/Travel Requirement
Students must complete a study abroad experience
approved by the International Studies Council. The preferred model is a semester/year abroad. A January term
travel course or immersion in a distinct culture within
the United States may be substituted with the approval
of the director of the International Studies Program. A
"distinct" culture is defined as being significantly differ-
91
International Studies
ent from the student's own. Satisfactory completion of
this requirement will be acknowledged on the student's
transcript as authorized by the director of the
International Studies Program.
Students are encouraged to apply for admission
into any of the current college-sanctioned study abroad
programs (semester or year-long experiences). They
may also satisfy this requirement by participating in programs organized by other colleges and universities with
the prior approval of the director of the International
Studies Program.
Two general conditions govern the acceptability of a
January-term travel course for the International Studies
Program. First, there must be an inherent reason for the
course to travel. Second, the course must include a series
of organized activities that facilitate direct contact with a
distinct culture and its peoples. This series of activities
must represent a significant portion of the course and the
resulting grade.
3. The Concentrations
Two concentrations are available; Culture &
Society or International Relations. The international
relations concentration must include an emphasis in
either political science or economics/business.
Concentration in Culture & Society
The student and area adviser will develop an appropriate curriculum supporting the geographic area of
study. Area advisers are members of the faculty with
content expertise who will assist students in creating an
appropriate mix of classes for their concentration. This
concentration includes two courses drawn from literature, art history, religion, philosophy, film, and/or courses in "civilization"; two courses drawn from history,
political science, sociology, psychology, and/or women's
studies; and three related courses (not necessarily limited to the selected geographic area).
The following areas (regions) of study are currently available. Currently approved courses for each area
are indicated with each area of study.
Students concentrating in the Middle East must
successfully complete INST 100.
Africa and African Diaspora - ARTH 227; ENGL
368; FLET 248/FREN 448; HIST 332, 333, 337, 338;
INST/WMST 326; PSCI 334; PSYC 160; SOCI 230.
Asia - ARTH 228, 235; ASTU/HIST 290; FLET
230, 231, 232; HIST 281, 391, 392, 394, 396, 397;
JAPN 220, 221; PHIL 220; PSCI 335; RELS 221, 227.
Europe - ARTH 202, 223, 224; DRAM 342;
ECON 383; ENGL 316, 321, 322, 351, 354, 361; FLET
221, 222, 271, 272; FREN 356, 366, 437, 443, 445, 447;
GERM 251, 261, 314, 315; HIST 241, 242, 250, 347,
348, 371, 372, 375, 376, 386, 387; INST 270; PHIL 252,
370, 371; PSCI 331, 332, 432; RELS 251, 336; SPAN
351, 371, 372, 456, 458.
Middle East - ARTH 211, 235; EVST/INST 245;
FLET 248/FREN 448; HIST 281, 282, 361, 365, 367;
PSCI 338; RELS 222, 227.
Latin America and Caribbean - HIST 251, 319;
INST/WMST 282; WMST 326; INST/SOCI 331*;
RELS 275; PSCI 333, 337; SPAN 356, 376. (*Note:
INST/SOCI 331 can only count as a course in civilization or sociology.)
Additional electives may be included as appropriate with the approval of the area adviser. PHIL 270;
RELS 222, SOCI 215; and the courses listed in Groups
A, B, and C from the Concentration in International
Relations.
Concentration in International Relations
Students choosing the International Relations concentration must select an emphasis in either political science or economics/business. The Political Science
Emphasis requires three courses in foreign and comparative government (Group A), two courses in international relations (Group B), and two courses in international
economics and/or business (Group C).
The Economics/Business Emphasis requires
ECON 202 and 323, three international economics
and/or business courses (Group C), and two courses in
political science, one of which must be foreign and comparative government (Group A and Group B).
Group A: Foreign and Comparative Government
Courses - PSCI 331*, 332, 333, 334, 335, 337, 338, 339;
POLS 3450*, 3456 (Wroxton College) (*Note: Students
may earn credit for either PSCI 331 or POLS3450, but
not both.)
Group B: International Relations Courses – PSCI
320, 322, 326, 327, 328, 423, 441; POLS 3454 (Wroxton
College); FRN/PSCI 338, FRN/PSCI 360, FRN/PSCI
421 (the Sorbonne.)
Group C: International Economics and/or
Business Courses - ECON 380, 382, 383, BUSN 310**,
370; ECON 3022, IBUS 2201** (Wroxton College)
(**Note: Students may earn credit for either BUSN 310
or IBUS 3450, but not both.)
4. Other Courses
With the permission of the director of the
International Studies Program, students may substitute
appropriate honors courses, internships, independent
study, special topics, senior projects, or courses taken as
part of an overseas academic experience for courses on
the international studies major.
5. Minor in International Studies
The minor in international studies emphasizes a
core of knowledge and allows for breadth in a choice of
electives. The minor requires 18 hours of coursework,
including INST 251, 261, 321, ECON 201, and two
additional elective courses from a specific emphasis
within the major.
International Studies (INST) Courses
92
100 – Arabic Tutorial – This tutorial is required of
International Studies majors who choose the Middle
Eastern concentration, and can be taken at any point in the
International Studies
be examined. The course is a serious study of the evils of
Fascism, as practiced in Germany. It is not a glorification
of a malevolent regime, but an analysis of how people
became part of a violent and corrupt state. Students will
be encouraged to look beyond simplistic explanations
and explore connections between high and low politics:
How did individual groups interact with the Nazi
regime? How far did they share common goals? How did
the Nazi regime and a particular social group accommodate each other? How did individuals and groups express
dissent, and did their opposition have an impact on the
regime? This course will partially satisfy the social science Areas of Knowledge requirement. Offered alternate
years. Three hours. Mr. Baerent.
282 – Women and Development – Same as WMST 282.
321 – International Relations – This course will introduce the student to the nature of the problems facing the
contemporary international system. Emphasis will be
placed on the relationships of man, the state, and the
international system to world politics. There will also be
a survey of several of the more prominent approaches
being advocated in order to limit and control the high
level of violence which characterizes the world today.
Same as PSCI 321. This course will partially satisfy the
social science Areas of Knowledge requirement and partially satisfy the multidisciplinary/interdisciplinary
Cross Area Requirement. Offered every year. Three
hours. Mr. Badey.
326 – Gender & Change in the Maya Diaspora – Same
as WMST 326.
331 – Peoples of Latin America – This course offers an
overview of contemporary Latin American cultures
through readings, visual documentaries, and group projects. After briefly examining the history of the region, we
will turn to contemporary issues such as ecological sustainability, the changing nature of peasant societies, issues
of ethnicity and identity, popular forms of religion, the
changing role of women, life in the region’s growing
megalopolises, and the resistance and struggle of Latin
American peoples for a democratic and just society.
Counts on the major in international studies/Latin
America emphasis. Same as SOCI 331. Offered alternate
years. Three hours. Ms. Rodman.
422 – Senior Seminar in International Studies – The
seminar provides students with the opportunity to apply
the tools, concepts, and skills they have gained from the
program in international studies to investigate specific
topics. Students within the seminar will meet to discuss
certain common themes, but each student will be required
to write a major research paper on a particular question
within his/her field of concentration. Extensive consultation between the student and the professor teaching the
seminar will be expected. Prerequisite: senior status.
Speaking intensive. Offered every year. Three hours. Mr.
Badey or Mr. Turner.
student’s career. Its goal is to familiarize students with the
alphabet and pronunciation of Modern Standard Arabic,
as well as the basic grammar and vocabulary of the modern spoken Levantine (Syria-Lebanon-JordanPalestine/Israel) dialect. The tutorial also acquaints students with the history and various other dialects of the
Arabic language. It meets informally, usually once a week
for thirty minutes, at a time convenient to students and the
instructor, and involves both in-session tutoring and outof-session use of audio materials. No written assignments.
Pass-fail grade. Students not majoring in International
Studies may take the course if space is available. No prerequisites. Permission of instructor is required prior to
registration. Offered as needed. Non-credit. Mr.
Fischbach.
125 – Geography of Europe - An examination of the
physical character of Europe and its significance in the
economic, social, and political development of Western
Europe. Offered every three years. Three hours. Mr.
Baerent.
245 – Water Resources and Politics in the Middle East
– See EVST 245.
251 – Social Geography – This course introduces the student to a study of the world systems and their implications
for the United States, Japan, Europe, and the Third World.
Issues relating to physical geography, population, food,
resources, development, dependency, debt, and the environment are investigated in their historical and global
context. This course will partially satisfy the social science Areas of Knowledge requirement. Offered every
year. Three hours. Mr. Baerent.
261 – Introduction to Theory and Method in the Study
of Culture – This course seeks to increase awareness of
the methodological and theoretical problems inherent in
defining, identifying, and analyzing cultures and civilizations. The merit of typical interpretive assumptions,
which divide the world into distinct civilizational zones
(Western, Islamic, Indic, etc.), is subject to critical scrutiny. The course makes use of case studies drawn from
diverse nations and cultures to promote a sophisticated
sense of the difficulties faced in working across national
and cultural boundaries. This course will partially satisfy
the social science Areas of Knowledge requirement and
partially satisfy the multidisciplinary/interdisciplinary
Cross Area Requirement. Offered every year. Three
hours. Mr. Turner.
270 - Inside the Third Reich - This course is a social
study of the Third Reich. It will investigate the effect of
the regime on the people and the impact it had on family
life, education, sports, the arts, the churches, the army,
justice and Jews, Roma and Sinti, and ‘undesirables.’ The
course will analyze how, through propaganda, intimidation, misguided ideology, and hangers-on, a brutal
regime effectively permeated the everyday lives of people. How far the average German carried responsibility
for most of the unsavory policies of the Third Reich will
93
International Studies, Japanese
448-449 – Field Placement in International Studies
This course provides an opportunity for interested students to gain practical experience in international studies
through field placement in an appropriate setting.
Students are expected to complete goals agreed upon by
themselves, their instructor, and their site supervisor.
Prerequisite: permission of program director. Three hours
each. Staff.
452-453 – Internship in International Studies – Open
to qualified students who seek an immersion experience
in a setting consistent with their goals, preparation, and
interests. Students are expected to complete goals agreed
upon by themselves, their instructor, and their site supervisor. Prerequisite: permission of program director.
Application required; see Internship Program. Three
hours each. Staff.
483-484 – Special Topics in International Studies –
Designed to meet the needs and interests of advanced students of international studies and related majors. Topics
vary, but will be an intensive study of an area of international studies not available in other departmental offerings.
Prerequisites established by instructor. Three hours each.
Staff.
487-488 – Departmental Honors – Three hours each.
Staff.
493-494 – Independent Study – An independent study
under the guidance of a member of the program. At least
a 3.25 cumulative GPA and approval by the curriculum
committee are required. Prerequisite: senior status. Three
hours each. Staff.
496-498 – Senior Project – Senior majors may, with program approval, undertake a substantial research project in
some area of international studies. Prerequisite: senior
status. Six hours. Staff.
112 – Elementary Japanese – A continuation of JAPN
111. Prerequisite: JAPN 111. Three hours. Mr. Munson.
211 – Intermediate Japanese – Review of Japanese
grammar with increased emphasis on comprehension,
conversation, reading, and writing. Approximately 100
Kanji will be introduced. The course will be conducted
largely in Japanese. Required language laboratory for a
minimum of one hour per week. By the end of the year,
students must be able to acquire skills to communicate
formally and to write letters and journals. Prerequisite:
JAPN 112. Three hours. Mr. Munson.
212 – Intermediate Japanese – A continuation of
JAPN 211. Prerequisite: JAPN 211. Three hours. Mr.
Munson.
220 – Culture of Japan – This course is a broad survey
of Japanese culture from 1800 to the present, examining
the interplay between cultural, political, and economic
forces in Japan as reflected in a variety of media - visual
art, film, and literature - and the effect of these forces
upon social structures and institutions. In addition, attention will be given to the impact that cultural appropriation
and assimilation have had upon how Japanese individuals
and groups have defined themselves vis-a-vis their own
past and the rest of the world. Among topics to be considered are: gender and gender roles; the role and impact
of “popular culture”, the phenomenon of “Japanization”
in twentieth-century Asia; consumption and the evolution
of consumerism; and, the changing role of “tradition.”
Offered alternate years. Three hours. Mr. Munson.
221 – Tokyo Past and Present – This is a January travel course designed to explore the history of Tokyo,
Japan, the world’s largest city. It will include two weeks
of instruction in Ashland and two weeks in Tokyo.
While in Japan students will visit art and historical
museums; wander through traditional neighborhoods
and high-tech commercial centers; see sumo wrestling
and kabuki plays; and explore other aspects of Japanese
history and culture. Japanese language skills are not
required, but Japanese language students will be encouraged to practice their skills in various settings. Same as
HIST 221. Prerequisite: permission of instructor. Three
hours. Mr. Munson.
311 – Language Development – This third-year language course is designed to give students further knowledge of Japanese advanced grammar and to develop literary vocabulary through the study of idioms, extending
students’ mastery of the language. Activities will include
translation exercises both from Japanese to English and
English to Japanese as well as practice drills in spoken
and written applications of grammar. This course is
taught in Japanese. Prerequisite: JAPN 212. Offered as
needed. Three hours. Mr. Munson.
312 – Language Development – Continuation of JAPN
311. Prerequisite: JAPN 311. Offered as needed. Three
hours. Staff.
Study Abroad course offered
at Wroxton College in England
INTER3430 – The Anatomy of Contemporary
Britain – A survey of Britain in the 1980s, with emphasis on cultural heritage and landscape, political, economic, and social structure, education, media, sports, and popular entertainment. A wide range of visits to places of
interest supplements the lecture program. Required of all
Wroxton College students. Three hours.
Japanese (JAPN) Courses
111 – Elementary Japanese – Essentials of Japanese
structure and syntax with emphasis on listening, speaking, and reading and writing of Hiragana and Katakana
syllabaries. Required language laboratory for a minimum of one hour per week to reinforce classroom learning. Within two semesters, students are expected to
acquire the basic Japanese grammar and vocabulary
enough to handle everyday practical conversations.
Three hours. Mr. Munson.
94
Japanese
381-382 – Special Topics – Intensive work in the areas
of language or literature not covered in the general curriculum, tailored to the needs of advanced students.
Prerequisite: permission of instructor. Offered as needed. Three hours each. Mr. Munson.
Japanese culture and Japanese religions will be
explored. Taught in English, Fall only.
Japanese Economy – The main purpose of this course
is to survey the structure and operation of the contemporary Japanese economy. It covers important and controversial topics, such as the post-war economic growth,
industrial structure and policy, the labor market, and the
distribution system. Taught in English, Spring only.
Japanese Internship – IJS has an internship program
which offers a supervised practical work experience in a
Japanese business environment. The internship includes
lecture, sightseeing and meeting with Japanese workers.
Participants are required to be proficient in Japanese
conversation. Usually the program is offered in late
February to March for one month. Proficiency in
Japanese.
IJS Field Trips – Each fall and spring semester, a threeday field trip is planned to historic and exciting places in
Japan. Places vary each semester, but they have been to
historic cities like Kyoto, Nara, Kanazawa, Takyama
and Ise, and to the Hakusan Mountain Range and
Atsumi Peninsula for nature lovers, and to Tokyo for
city excitement. During spring recess each year, a oneday field trip to leading business firms in the Nagoya
area is also arranged for international students.
Japanese Society: Understanding Regional Diversity
and Socio-Cultural Changes – In order to obtain a
holistic understanding of Japanese society, this class
explores 1) regional diversities based on geographical,
environmental, historical, and other regional socio-cultural traditions; 2) current social systems and their
strengths and weaknesses; and 3) traditional ways of
thinking and behavior. Through these studies, students
are expected to grasp intricate relationships between
macro and micro aspects of Japanese culture and society.
Taught mainly in English in the Fall Term.
Ceramic Art - In this class various kinds of activities
are prepared to learn the history and culture of ceramics.
From a historical and global perspective, various aspects
of ceramics such as technical innovation, transition of
sense of aesthetics, and geographical diffusion and historical change, are presented through practical experience. Taught in English and Japanese (both semesters).
Seminar on Japanese Study: Japanese Culture and
Art within Asia – This course will explain various subjects of art and culture in Japanese history, from the perspective Japanese culture and civilization developed and
changed during the exchange between Asian cultures
and the influence of Western Civilization. Taught in
English in the Spring Term only.
Japanese Management Practices – Students in this
course will have the opportunity to study the management practices that have made Japanese business so highly productive. Richard T. Pascale and Anthony G. Athos,
in The Art of Japanese Management (Simon and
Study Abroad courses
in Nagoya, Japan
Japanese I, Elementary – Some previous training in
basic Japanese is required. A knowledge of at least 100
Kanji as well as Hiragana and Katakana is expected.
Students will learn to use basic everyday conversation
and are expected to be able to write the structures they
can use orally (using about 300 Kanji).
Japanese II, Pre-Intermediate – The purpose of this
course is to offer further practice in ordinary conversation
so that students will be able to communicate socially
using, in particular, polite expressions. Practices in writing simple sentences (using about 500 Kanji) are given.
Japanese III, Intermediate – This course prepares students to be able to carry on a natural conversation with
a larger vocabulary and complex structures, including
keigo’. The students will also receive training in reading
and writing up to 1,000 Kanji.
Japanese IV, Pre-Advanced – This course is designed
to give further practice so that students can deal with different levels of speech in longer conversation. Practical
training in reading newspaper and magazine articles is
offered using approximately 1,500 Kanji. The course
also aims to facilitate productive skills in writing on
selected topics.
Japanese V, Advanced – This course meets the needs
of the advanced students, such as giving oral reports,
taking part in discussions, and conversing fluently with
a good command of speech levels. Instruction in academic reading and paper writing will also be offered.
Japanese History – A study of Japanese history from
the ancient to Edo periods. Contemporary Japan is rooted in the past, and so the study of history provides
insights to understanding the present. Instruction will be
focused on historical development and characteristics,
with particular attention to the connections to the present. Taught in Japanese.
Japanese Religion – Japanese society may be one of the
most secularized in the world. The majority of Japanese
do not profess a religion. Sometimes they even openly
say that they are “atheists.” The question, “What is your
religion?” can be, therefore, a puzzling one. But this
does not mean that the Japanese are irreligious. Far from
it. Japanese culture, customs, and thinking are all deeply
related to religion. Religionists relate Japanese
“groupism” to Japanese religiosity. Mixing of Shinto
and Buddhism and Tenno-ism (Emperor system) is
closely connected with Japanese groupism. In this
course, various angles on the relationship between
95
Japanese, Journalism, Latin
303 – Communication Law and Ethics – Explores
issues of communication and mass media from legal as
well as ethical perspectives. This class will introduce
you to the First Amendment and issues concerning the
freedom of expression, including libel, privacy, and regulation of broadcasting and advertising. The class will
also examine what different philosophical perspectives
would say about ethics in communication and apply
them to specific cases. Three hours. Ms. Conners.
450 – Internship in Journalism – Provides an opportunity for students to gain practical experience in their
field. Prerequisites when used for the minor in journalism: JOUR 204 and 205. Application required; see
Internship Program. Three hours. Staff.
Schuster, 1981), assert that the main reason for the
tremendous success of many Japanese companies is their
superior management techniques. Pascale and Athos propose the Seven S’s by which to evaluate a company:
Strategy, Structure, Systems, Skills, Staff, Style and
Shared value. Through this course, we will understand
the features of Japanese management approaches based
on the Seven-S Framework. Fall Term only.
Sport: Basic Skill of Useful Golf – Introduction to the
sport of golf. Class participation, reading assignments,
and report required. Fall Term only.
Journalism
Associate Professor Conners.
(Department of English)
The minor in journalism is a rigorous preparation
for a career in print media that culminates in workshop
style copy-editing courses and internships. Its goal is to
produce students skilled in effective journalistic writing
and editing, yet the journalism minor is more than simply vocational; it also aims to provide an historical
knowledge and a sociological understanding of one of
the shaping forces of our culture.
The minor consists of the JOUR 204-205 sequence
along with any three of the remaining five courses in the
minor program, including PSCI/COMM 308. Students
who wish to minor in journalism should contact the
chair of the English department.
Latin
Professors Camp, Daugherty, Fisher and McCaffrey;
Visiting Assistant Professor O’Neill.
(Department of Classics)
Students study the Latin language in order to read
the actual words of the ancient texts, to understand and
appreciate these writings both in the original languages
and in translation, and to understand and appreciate
Roman history and culture. Students who plan to teach
Latin in secondary schools should major in Latin and
complete the teacher preparation program. A major in
Latin is an excellent preparation for graduate studies in
classics, ancient history, archaeology, divinity, or law.
The Latin major consists of 30 semester hours,
including 18 semester hours in Latin above the 200 level
(GREK 211-212 or higher may be substituted for six of
these hours), three semester hours taken from among
ARTH 214, 215, 216, 218 or 219, three semester hours
of CLAS 226, 303 or 312 and six semester hours of
departmental electives, selected from among any CLAS
course, FLET 201-206, ARTH 210-219, PHIL 251,
LATN above 215, or GREK above 112. CLAS 200 is
required by the end of the junior year.
For a secondary education endorsement in Latin, a
student in the teacher preparation program must complete: LATN 349 and CLAS 226, 303 or 312; three
courses from among LATN 343, 344, 345, and 348;
three other Latin courses above LATN 215; two courses
from among ARTH 210, 214, 215, 216, 218, 219, CLAS
223 or 225. Attendance at the Intercollegiate Center for
Classical Studies in Rome in the junior year is highly
recommended.
Journalism (JOUR) Courses
201 – American Media History – An overview of media
history and development in the United States, including
electronic media. The course provides an interpretative
look at the men, women, and technological developments
that have shaped the American media as we know it today,
including newspapers, magazines, television, radio,
movies, and the Internet. Three hours. Staff.
202 – Media and Society – An examination of how
American media, including print and electronic journalism, impacts society. The course highlights the intersection of media, business, technology, and law to give
a complete picture of mass media’s social impact. The
course offers a comprehensive tour of the events, people
and technologies that continue to shape the media that is
changing American society. Three hours. Staff.
204 – Basic News Writing – An introduction to the different types of newspaper writing: news reports, reviews,
editorials, etc. Includes a brief introduction to the general
operations of a newspaper. Three hours. Staff.
205 – Advanced News Writing – A continuation of
JOUR 204 in which each student concentrates upon one
or two types of newspaper writing. Prerequisite: JOUR
204. Three hours. Staff.
206 – The Copy-Editing Process – An in-depth study
of the copy-editing process. Three hours. Staff.
Latin (LATN) Courses
111 – Elementary Latin – The essentials of Latin grammar with emphasis on forms and syntax and the reading
of simple Latin prose. Three hours. Staff.
112 – Elementary Latin – Further study of Latin grammar and the reading of selections of prose and poetry.
Prerequisite: LATN 111 or pre-placement. Three hours.
Staff.
96
Latin, Mathematics
115 – Intensive Elementary Latin. A one-semester
review of Latin morphology, syntax, and reading skills
designed for entering students with at least one but no
more than four years of high school Latin but who are
not ready to take intermediate college Latin. Admittance
is only through department placement test. Students who
have taken LATN 111 and/or LATN 112 may not enroll
in LATN 115. Successful completion qualifies a student
to take LATN 211. Four hours. Staff.
211 – Intermediate Latin – Practice in special reading
skill required to read and translate continuous passages
of Latin prose and an introduction to the reading of Latin
prose as literature. Prerequisite: LATN 112 or pre-placement. Three hours. Staff.
212 – Intermediate Latin – An introduction to reading
Latin poetry, especially epic. Prerequisite: LATN 211 or
pre-placement. Three hours. Staff.
215 – Intensive Intermediate Latin – An accelerated course
which completes the collegiate requirement in foreign languages in Latin in one semester. Designed for advanced
entering students who have completed four or more years of
high school Latin or who have scored well on the achievement, advanced placement, or departmental screening tests.
Brief review of grammar, syntax, and morphology along with
concentrated reading skill development through readings in
Latin prose and poetry. Admittance through placement testing
only. Four hours. Staff.
341 – Roman Drama – Selected comedies of Plautus
and Terence will be read. Seneca’s tragedies may be
added according to faculty and student interest. Offered
every four years. Three hours. Mr. McCaffrey.
342 – Roman Satire – Selection form Horace’s Satires,
Juvenal, and Petronius. Offered every four years. Three
hours. Mr. Daugherty.
343 – Roman Epic – Selections from Lucretius, Ovid’s
Metamorphoses, and Lucan will be read in addition to
Virgil’s Aeneid. Offered every four years. Three hours.
Mr. McCaffrey.
344 – Roman Historiography – Selections from Livy
and Tacitus. Additions may be made from Sallust,
Caesar, or Suetonius. Offered every four years. Three
hours. Mr. Daugherty.
345 – Roman Lyric Poetry – Selections from Catullus
and Horace. Offered every four years. Three hours. Mr.
McCaffrey.
346 – Roman Epistles – Selections from Cicero’s and
Pliny’s letters. Offered every four years. Three hours.
Mr. Daugherty.
347 – Roman Elegy – Selections from Tibullus,
Propertius, and Ovid. Offered every four years. Three
hours. Mr. McCaffrey.
348 – Roman Oratory and Rhetorical Theory –
Selections from Cicero’s orations and theoretical works.
Other possible authors include Seneca the Elder and
Tacitus. Offered every four years. Three hours. Mr.
McCaffrey.
349 – Methods of Teaching Latin – This course comprises a comparative study of the several approaches to
the teaching of Latin and an intensive study of several
skills necessary for effective classroom teaching of
Latin. Offered as needed. Three hours. Staff.
481-482 – Special Topics – Intensive reading and interpretation of the authors and texts not covered in the general curriculum, tailored to the needs of advanced students. Offered as needed. Three hours each. Staff.
487-488 – Departmental Honors – Offered as needed.
Three hours each. Staff
496-498 – Senior Project – Individual research project
for classics majors with concentration in Latin. Six
hours. Staff.
Mathematics
Professor B. Torrence, Chair; Professors Johnston and
E. Torrence; Associate Professor Rice; Assistant
Professors Bhattacharya, Clark, and Sutton; Visiting
Instructor Bendell
Mathematics is the language of the sciences, and
the analytical tool of many disciplines. In its own right,
mathematics is one of the finest inventions of civilization, demanding both creativity and rigor. At RandolphMacon College, the mathematics curriculum is designed
to serve a broad variety of interests. Courses in calculus,
statistics, modeling, finite mathematics, and logic are
available to all students and provide one of the cornerstones of a liberal arts education. Students pursuing the
mathematics major or minor are expected to gain an
appreciation of mathematical rigor, the process whereby
propositions are logically deduced from general premises. Such study should enable students to apply greater
clarity and precision of thought to their future endeavors
and promote higher order thinking and habits of mind
suitable for effective problem-solving. The curriculum
includes courses in both theoretical and applied mathematics. Each student should be able to develop a course
of study which will serve as the foundation for graduate
work or for a career that requires well-developed analytical skills. A major in mathematics may lead to graduate
study in many fields, e.g. mathematics, statistics, computer science, economics, or operations research. The
program also provides excellent preparation for a career
in law, medicine, business, or engineering.
A major in mathematics consists of at least 31
semester hours approved by the department. All mathematics courses contained in the major program must be
numbered above 200. In addition, one of CSCI 310 or
PHYS 250 may be used. The major program must
include MATH 203, 213, 220, 321, 415 and 421.
97
Mathematics
113 – Introduction to Statistics – Computer intensive
version of MATH 111. Students may not receive credit
for successful completion of MATH 111 and MATH
113. They may receive a total of seven hours of credit
for successful completion of a combination of MATH
111 and BIOL 350, or MATH 113 and BIOL 350.
However, the two statistics courses may not be used
together to fulfill the collegiate requirement in mathematics. Three hours. Staff.
120 – Introductory Logic – This course serves as an
overview of the basic elements of logic and a deeper treatment of logic as a deductive science. Students are expected to analyze statements and arguments in ordinary language and symbolic form, to translate statements and arguments from ordinary language into symbolic form, to use
truth tables in the analysis of arguments and the classification of statements, and to use techniques of natural deduction to construct proofs of arguments in propositional and
predicate logic. Three hours. Staff.
123 – Fundamentals of Mathematics – This course
provides a study of several topics in mathematics essential for those students minoring in education. The topics
include number systems, number theory, geometry, algebra, probability, statistics, and the history of mathematics. Prerequisites: completion of EDUC 220 with a
grade of C or better. Three hours. Ms. E. Torrence.
131 – Calculus I – This is a course in differential and
integral calculus. Topics to be covered will include: a
review of algebra, trigonometry, and transcendental
functions; limits and continuity; the definition of the
derivative; techniques of differentiation; applications of
the derivative; and an introduction to integration. Credit
will not be awarded for both 131 and 141. Four hours.
Staff.
132 – Calculus II – This course is a continuation of
MATH 131. Topics to be covered will include: the
Fundamental Theorem of calculus; techniques of integration; applications of the definite integral; and
sequences and series. Credit will not be awarded for
both 132 and 142. Prerequisite: MATH 131 or 141, or
permission of instructor. Four hours. Staff.
141 – Calculus with Mathematica I – This is a course
in differential and integral calculus that is motivated by
real world examples and the appropriate use of technology to solve problems. Technology will be used to
explain the definition of the derivative, and to examine
the graphs of functions and investigate limits. Topics to
be covered will include: a review of algebra, trigonometry, and transcendental functions; limits and continuity;
the definition of the derivative; techniques of differentiation; applications of the derivative; and introduction to
integration. We will use Mathematica as an aid in graphing and exploring functions and in solving mathematical
problems. Credit will not be awarded for both 131 and
141. Computer intensive. Four hours. Staff.
A minor in mathematics consists of MATH 203 and
213, and at least nine semester hours in mathematics
above MATH 213. In addition, one of CSCI 310 or PHYS
250 may be used, while MATH 450 may not be used to
statisfy the requirement for a minor in mathematics.
Students planning to minor in mathematics should consult
a member of the department for help choosing courses
best suited to their major and their interests.
Students in the teacher preparation program must
meet specific general and professional education
requirements for either an elementary or secondary education minor. In addition, elementary certification
requires the completion of a major program in an appropriate department. In order to receive secondary school
certification in mathematics, students must complete the
following requirements by the end of the fall term of
their senior year: MATH 131-132 or 141-142, 203, 213,
220, 321, 371, 415, 421, 435.
In addition to the above courses, two additional
courses in mathematics above MATH 213 or two computer science courses at the 200 level or higher must be
included.
Mathematics (MATH) Courses
105 – Introduction to Finite Mathematics – The
course provides an introduction to several areas of finite
mathematics which have numerous applications, particularly in the social sciences. Topics will include decision
theory, discrete probability, linear programming, matrices, and linear systems. Three hours. Staff.
107 – Introduction to Mathematical Modeling - An
introduction to techniques for mathematical modeling of
real world phenomena, including a general introduction
to several mathematical concepts. Topics include graph
theory (including Eulerian and Hamiltonian circuits,
scheduling, and graph coloring); notions of scaling in
one, two, and three dimensions; basic functions (linear,
power, polynomial, rational, exponential, and logarithmic). Applications include optimization algorithms,
uninhibited and inhibited growth models, radioactive
decay, and amortization of loans. Computer intensive.
Three hours. Staff.
111 – Introduction to Statistics – An introduction to
statistical inference and sufficient probability theory for
such an introduction. Topics include elementary data
analysis, elementary probability, discrete and continuous random variables, distributions (including the normal distribution), correlation and regression, sampling
distributions, point and interval estimation, confidence
levels, and tests of significance. Students may not
receive credit for successful completion of MATH 111
and MATH 113. They may receive a total of seven hours
of credit for successful completion of a combination of
MATH 111 and BIOL 350, or MATH 113 and BIOL
350. However, the two statistics courses may not be used
together to fulfill the collegiate requirement in mathematics. Three hours. Staff.
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Mathematics
142 – Calculus with Mathematica II – This course is a
continuation of MATH 141. Topics to be covered will
include: the Fundamental Theorem of calculus; techniques of integration; applications of the definite integral; and sequences and series. Technology will be used
to explain the definition of the definite integral, to obtain
numerical approximations of definite integrals, to examine the graphs of functions, and to check computations
of integrals and derivatives. Credit will not be awarded
for both 132 and 142. Computer intensive. Prerequisite:
MATH 131 or 141, or permission of instructor. Four
hours. Ms. E. Torrence.
203 – Multivariable Calculus – This course is a continuation of MATH 132/142. Topics to be covered will
include: vectors; vector valued functions; functions of
two or more variables; partial derivatives; multiple integrals; vector fields; and Green’s Theorem. We will use
Mathematica as an aid in graphing and exploring mathematical problems. Prerequisite: MATH 132 or 142.
Computer intensive. Four hours. Mr. B. Torrence.
213 – Elementary Linear Algebra – An introduction to
the algebra and geometry of three-dimensional
Euclidean space and its extension to n-space. Topics
include vector algebra and geometry on
R3, systems of
n
linear equations, real vector spaces R , linear transformation of R, Euclidean spaces, and determinants.
Prerequisite: MATH 203. Three hours. Staff.
220 – Introduction to Discrete Structures – Boolean
algebra and propositional logic with applications.
Elements of the theory of directed and undirected
graphs. Permutations, combinations, and related combinatorial concepts. The course provides mathematical
topics of particular value to students in computer science. Prerequisite: MATH 132 or 142 or CSCI 112.
Three hours. Staff.
270 – Indian Mathematics: Ancient and Modern – A
study of mathematics from the ancient Vedic era, early
applications of the geometry of the Sulvasutras, the
invention of zero and the Hindu-Arabic decimal placevalue system, medieval Indian algebra and combinatorics, the development of trigonometric series by the
Kerala school, and the mathematics of Srinivasa
Ramanujan. Prerequisite: MATH 132 or 142. Three
hours. Ms. Bhattacharya
307 – Differential Equations: A Modeling Perspective
– An introduction to the theory and application of differential equations, including the development of mathematical models of scientific phenomena. Qualitative,
numerical, and analytic tools will be used to analyze
these models, and technology will also play a significant
role. Topics include modeling via differential equations,
analytic and numeric techniques, existence and uniqueness of solutions, equilibria, bifurcations, changing variables, systems of equations, phase planes, and qualitative analysis. Computer intensive. Prerequisite: MATH
132 or 142. Three hours. Staff.
317 – Number Theory – An introduction to the theory
of numbers. Topics covered will include mathematical
induction, the division algorithm, the fundamental theorem of arithmetic, the Euler phi-function, congruence,
Diophantine equations, the Chinese Remainder
Theorem, quadratic residues, the Law of Quadratic
Reciprocity, and cryptography. Students are expected to
learn definitions and theorems in order to solve problems and prove results. Prerequisite: MATH 220.
Offered alternate years. Three hours. Mr. Rice.
321 – Modern Algebra – A study of the basic properties
of abstract algebraic structures, including groups, rings,
and fields. The course attempts to develop the student’s
ability to deal with abstract mathematical ideas and proofs,
while providing widely used mathematical language and
tools. Prerequisite: MATH 220. Three hours. Staff.
330 – Graph Theory –This course is an introduction to
the theory of graphs. This mathematical theory deals
with points and interconnecting lines, and has wideranging applications to computer science, operations
research, and chemistry, among many other disciplines.
Course topics include degree sequences, trees, Eulerian
and Hamiltonian graphs, matching, factoring, coloring,
planar graphs, connectivity, Menger's Theorem, and networks. Students are expected to prove theorems and
understand applications of the material to practical problems. Prerequisite: Math 220 or permission of the
instructor. Three hours. Staff.
350 – Game Theory – This course is a mathematical
introduction to the subject of game theory. Its prime objective is to equip the student with sufficient skills to solve
applied mathematical problems, taken principally from the
realm of economics. Topics covered will include
Zermelo’s algorithm, lotteries, utility functions, bimatrix
games, bargaining, cooperative and noncooperative
games, mixed strategies, zero-sum games, and Nash and
subgame-perfect equilibriums. Students will be expected
to use mathematical definitions, formulae, and techniques
to solve game theoretic problems. Prerequisite: MATH
203, or a minimum grade of B- in MATH 132/142.
Offered alternate years. Three hours. Mr. Rice.
353 – Complex Variables – An introduction to the calculus of analytic functions. The principal topics are complex
arithmetic, elementary functions of a complex variable,
analyticity, contour integrals, Cauchy’s theorem and its
applications, and power series. Prerequisite: MATH 220.
Offered alternate years. Three hours. Staff.
360 – Mathematical Logic - A course intended to introduce students to the concepts of truth, proof, and computability. Major topics of this course include the completeness theorem for first order logic, which shows that
the concept of provability (from axioms) can be established; the Gödel incompleteness theorem, which shows
there is an inherent gap between what is true (about the
whole numbers, for example) and what can be proved
99
Mathematics, Music
442 – Numerical Analysis – The mathematical foundations of scientific computing. Numerical methods for the
approximation of roots of equations, integrals, and solutions of differential equations. Also included are interpolation and error estimation. Prerequisite: MATH 220.
Computer intensive. Offered alternate years. Three
hours. Mr. Sutton.
450 – Mathematics Internship - Students in this course
are placed in an appropriate organization (typically a
commercial, industrial, government, nonprofit, or
research facility) and follow an arranged set of readings
relevant to their internship experience. Students will be
expected to demonstrate (through a written report upon
completion of the internship) an understanding of the
mathematics used and of its utility in context.
Application required; see Internship Program. Offered
as needed. Three hours. Staff.
451 – Topology – An introduction to point-set topology.
Topics will include topological spaces, metric spaces,
continuous mappings, and homeomorphisms. Students
are expected to learn basic definitions and theorems, and
to construct proofs on their own. Prerequisite: MATH
220. Offered alternate years. Three hours. Mr. B.
Torrence.
470 – History of Mathematics – A study of the historical development of various branches of mathematics,
from antiquity to the 20th century. Topics will include:
mathematics in ancient Greece, Islamic mathematics,
the development of symbolic algebra, the invention of
calculus, and the liberation of algebra and geometry.
Students are expected to construct cogent mathematical
and historical arguments in essay form. Travel course to
Britain. Prerequisites: MATH 203 and ENGL 112, 123,
180, or 185. Offered alternate years. Three hours. Mr.
Rice.
487-488 – Departmental Honors I and II – Offered as
needed. Three hours each. Staff.
about an axiomatic system; and the insolvability of the
halting problem, which shows that computers can not do
everything. Prerequisites: MATH 120 and 220, or consent of the instructor. Offered as needed. Three hours.
Mr. B. Torrence.
371 – Probability and Statistics I – A first course in
probability and statistics. Topics include experimental
design, descriptive statistics, elementary regression,
probability spaces, and random variables, both discrete
and continuous. Prerequisite: MATH 203 (or concurrently). Offered alternate years. Three hours. Mr. Sutton.
372 – Probability and Statistics II – A continuation of
MATH 371. Topics include the law of large numbers, the
central limit theorem, confidence intervals, and significance testing. Successful completion of this sequence
should provide sufficient background for graduate courses in statistics and graduate courses in the social, biological, and medical sciences or in any discipline which uses
statistics as an explanatory tool. Prerequisite: MATH
371. Offered alternate years. Three hours. Mr. Sutton.
391-392 – Independent Study – An independent exploration of a specialized area in mathematics under the
guidance of a member of the department. Prerequisites:
permission of the instructor, a cumulative GPA of 3.25
or greater, and approval of the curriculum committee.
Three hours each. Staff.
415 – Mathematics Seminar – This course serves to
present mathematics and the mathematician in a variety
of contexts. Students will read selections from current
mathematical literature. Lectures given by students and
guest speakers will present mathematical ideas and lead
to discussions. Students will gain experience making
presentations, and critiquing mathematical arguments
presented by others. Prerequisites: MATH 220 and
senior status. One hour. Staff.
421 – Real Variables – A first course in the theory of
functions of real variables. Topics include axiomatic
description of the real number system, topology of
Euclidean and metric spaces, limits and continuity, and
differentiation. Students are expected not only to
learn the material presented but also to construct proofs
independently. Prerequisite: MATH 220. Three hours.
Staff.
422 – Real Variables – A continuation of MATH 421.
Topics include sequences and series of functions.
Riemann-Stieltjes
and
Lebesgue
integration.
Prerequisite: MATH 421. Offered as needed. Three
hours. Staff.
435 – Higher Geometry – The axiomatic method will
be used to develop a geometric system. Topics will be
chosen from Euclidean geometry, plane hyperbolic
geometry, and real projective geometry. This course is of
particular value to students who anticipate entering secondary teaching. Prerequisite: MATH 203. Offered
alternate years. Three hours. Ms. E. Torrence.
Music
100
Associate Professor Doering; Assistant Professor Ryder.
(Department of Arts)
The arts, and music specifically, offer unique and
personal ways for the individual to view, understand,
and communicate about the world. The music program
at Randolph-Macon offers all students the hands-on
opportunity to explore the creative process of music, to
form an understanding of the relationship between the
personal art and society, and to develop personal musicality through participation in ensembles, applied study,
historical study, technological applications, music
industry coursework, research, and internships. The goal
of this program is to enable students to utilize music
throughout their lives, in whatever manner or direction
they wish.
The major in music consists of a core component
(Basic Musicianship: 26 credit hours) followed by a spe-
Music
repertoire. This course will give students an opportunity
to explore the principles of musical expression through
group and individual performance. This course is appropriate for beginning-level students who are interested in
studying applied piano. Prerequisites: Permission of the
music faculty. One hour. Staff.
210 – Fundamentals III – This course examines the
theoretical and historical framework of Western music
from antiquity through the late 18th century. Students
will develop intermediate to advanced analytical skills
as they focus on the musical language that extends from
medieval plainchant to late Renaissance polyphony to
18th-century counterpoint. The material is approached
in an integrative manner with an emphasis on music skill
development, including simple composition and intermediate sightsinging, ear-training, and keyboard proficiency. Prerequisite: MUSC 111 or permission of
instructor. Four hours. Mr. Doering, Mr. Ryder.
211 – Fundamentals IV – This course is a continuation
of MUSC 210, examining the theoretical and historical
framework of Western music from the late 18th century
through to the modern period. Students will develop
advanced analytical skills as they focus on the subtleties
of chromatic harmony, small and large scale form, and
the subsequent shifts in compositional approach encountered in the twentieth century. The material is
approached in an integrative manner with an emphasis
on music skill development, including composition,
sightsinging, ear-training, and keyboard proficiency.
Prerequisite: MUSC 210 or permission of instructor.
Four hours. Mr. Doering, Mr. Ryder.
215 – Music in American Film – This course offers an
historical survey of American film music, beginning
with the origins of the industry in the late 19th Century
and extending into the current period. Students will
develop an understanding of how music is used in
motion pictures, examining the ways in which composers have utilized orchestration, thematic unity, and
stylistic diversity to complement, strengthen, and even
to undermine the action on the screen. The class will
study the contributions of film composers ranging from
Max Steiner to Bernard Herrmann to Elmer Bernstein,
as well as the various ways popular music has been integrated into American film. Four hours. Mr. Doering.
230 – Politics of Music – Throughout history, philosophers, political leaders, and citizens have celebrated and
feared music’s political power. This course explores the
various ways music has assumed political meaning over
the past two hundred years, particularly within the contexts of the United States, Europe, and the former Soviet
Union. Students will study and discuss a broad spectrum
of music, ranging from opera to symphonies to popular
song. Readings will include composer memoirs, philosophical arguments, and contemporary music criticism.
Three hours. Mr. Doering.
cialization track (Music Industry or Musicology: 12
credit hours) which is designed individually in consultation with and approved by the music faculty.
Basic Musicianship consists of MUSC 110, 111,
210, 211, 371, four semesters of MUSC 310, and four
semesters of applied study.
Specialization Tracks:
Music Industry
MUSC 280, 351, one of 341, 342 or 361, and 450 or 455.
Musicology
MUSC 341 or 342, 351, 361, and 420.
Each track of the music major includes Senior Art
Seminar (FINA 481) as the capstone course.
The minor in music consists of MUSC 110, 111,
210, 211, 371, and a total of two credits of ensemble
and/or applied study.
Music (MUSC) Courses
110 – Fundamentals I – This course is open to all students and is the introductory course for the music major
and minor. This course develops individual student
skills in the fundamentals of music notation, theory, and
keyboard, integrated with awareness of the philosophical nature of music. Three hours. Mr. Ryder.
111 – Fundamentals II – This course provides students
with the opportunity to develop intermediate theoretical
analysis skills, learn compositional devices, and further
keyboard abilities with the integrative study of the role of
music in world societies. Prerequisite: MUSC 110 or permission of instructor. Four hours. Mr. Ryder, Mr. Doering.
200 – The Musical Experience – This course is
designed as an introduction to the principles of music
and its place within Western culture. Students will
explore a broad spectrum of music, ranging from chant
to symphonies to popular song, through weekly listening
assignments, class discussion and lectures, and concert
attendance. Emphasis will be placed on developing a
vocabulary for interpreting and discussing musical language, as well as becoming observant participants of the
concert experience. Three hours. Mr. Doering, Mr.
Ryder.
201 – Class Voice – This course will begin the process
of understanding the physiological, psychological, and
expressive aspects of vocal production. Students will
explore the foundations of good singing: breathing,
phonation, resonance, articulation, and to learn the fundamentals of diction. This course is appropriate for
beginning-level students who are interested in studying
applied voice. Prerequisites: Permission of the music
faculty. One hour. Staff.
202 – Class Piano – This course is an introduction to the
fundamentals of piano performance. Students will learn
the foundations of good keyboard technique, music
notation, chord progressions, scales, and beginning
101
Music
240 – World Music – The aim of this course is to familiarize the student with the objectives and methods of
inquiry used in ethnomusicology. We will seek to
answer some very fundamental questions about the
meaning of music, and the nearly universal need for
individuals and groups to create and practice it. By
closely examining traditional musics in Persia, Mande
West Africa, Japan, and modern Brazil, we will investigate laws of physics which govern tone production, as
well as methods of pedagogy (transmission), performance practices, instrument construction, and most
importantly, how social, cultural, and personal identity
is expressed through the activity of music making.
Three hours. Staff.
260 – The History of Rock and Roll: Popular Music
from Slavery to the Present – This class will cover the
history of popular music from its roots in the African
Diaspora through the blues, jazz, country, folk, and ultimately, rock and roll. As well as studying the great rock
bands, album art, and history-making recordings, students will study the evolution of the protest song, Tin
Pan Alley, and why certain geographic locations became
hubs of musical innovation. Three hours. Staff.
275 – History of Jazz – This course explores the origins
and transformations of jazz in the United States.
Students will examine the musical language of jazz and
the individuals who have contributed to the diversity and
breadth of this distinctly American music. Three hours.
Staff.
280 – Introduction to Recording Techniques – This
course serves as an introduction to the fundamentals of
sound recording and production. Students will study the
properties of sound, analogue and digital recording, and
use of microphones. Students will be engaged in hands-on
recording projects and the creation of multi-track recordings. Instruction in Protools and other digital software is
included. Prerequisite: MUSC 210 or permission of
instructor. Three hours. Staff.
301-309 – Applied Music – Private lessons. Students
schedule a one-hour lesson per week for 14 weeks to
receive one credit hour. Each student will present a
recital to be juried by the music faculty at the end of
each semester. Open to all students; music majors and
minors receive first priority in scheduling. Prerequisite:
Audition required. Additional fees apply; contact the
arts department chair or the music faculty. One hour.
Staff.
MUSC 301 - Applied Voice
MUSC 302 - Applied Keyboard
MUSC 303 - Applied Woodwinds
MUSC 304 - Applied Brass
MUSC 305 - Applied Percussion
MUSC 306 - Applied Strings
MUSC 307 - Applied Guitar
102
MUSC 308 - Conducting
MUSC 309 - Applied Music (other)
310 – Concert Choir – A large, mixed voice ensemble.
Membership is open to all students by audition, and with
the permission of the director. The Concert Choir studies and performs traditional choral literature from the
primary style periods (Renaissance through
Contemporary), including spirituals/gospel and world
musics. On- and off-campus performances are scheduled throughout the college term. Only six hours of
MUSC 310 may be counted toward graduation.
Prerequisite: permission of instructor. One hour. Mr.
Ryder.
311 – Chamber Singers – A select chamber vocal
ensemble specializing in literature ranging from
Renaissance to contemporary. Prerequisites: permission
of director, MUSC 310. One hour. Mr. Ryder.
312 – Jazz Vocal Ensemble – This select ensemble specializes in contemporary vocal music. Ensemble developmental focus is on jazz styles such as swing, bop,
Latin, as well as unique vocal technique necessary for
stylistic authenticity. Prerequisites: permission of director, MUSC 310. One hour. Staff.
313 – Pep Band – The Pep Band provides support at
athletic and campus events year-round, playing all types
of popular and spirit music. Instrumentation is broad
and all are welcome. One hour. Staff.
341 – Art Song – While it can be argued that any tune
with a text represents an art song, this course will take a
narrower approach and focus on the genre that emerged
in Europe in the early nineteenth century and blossomed
in the works of Schubert, Schumann, Brahms, Mahler,
Debussy, Ives, and others. Art songs consist of poems set
to music and are designed for a solo singer and instrumental accompaniment. These intense, musical miniatures emerge from a central artistic challenge that has
inspired composers for centuries: how does one write
music for a pre-existing poem? What does the music do
that the poetry does not? In this course, students will
have the opportunity to listen to and perform art songs,
attend concerts, and engage in musical analysis.
Prerequisite: MUSC 210 or permission of the instructor.
Three hours. Mr. Doering.
342 – The Symphony – This course examines the symphony orchestra as both a musical ensemble and a cultural institution. Students will have the opportunity to
attend concerts, engage in musical analysis, and survey
the contributions of composers from the eighteenth
through the twenty-first centuries. We will explore the
concepts of musical form, style, and orchestration
through live performance and critical listening assignments. The course will also address the significant
changes in audiences since the eighteenth century, and
more specifically the symphony’s relevance in today’s
musical climate. Prerequisite: MUSC 210 or permission
of the instructor. Three hours. Mr. Doering.
Music, Philosophy
351 – Defining and Defending Music – A study of the
institutions that protect and promote musical creativity.
Topics include copyright, censorship, music unions,
concert organizations, and music patronage. This course
is presented from an historical perspective with an
emphasis on American developments past and present.
Prerequisites: MUSC 210 or permission of instructor.
Three hours. Mr. Doering.
361 – Composer’s Perspective – This course offers a
detailed study of a specific composer’s, or group of
composers’, work and the cultural context in which it
was created. Emphasis will be placed on understanding
compositional style and the manner in which composers
establish their musical voice. Topics will vary from year
to year. Prerequisite: MUSC 211 or permission of
instructor. Three hours. Mr. Doering.
371 – Music through Technology – This course provides an introduction to the current technological applications in music creation, including music notation,
music sequencing, and MIDI software. Students will
study the history of Music Technology, and complete
several creative projects that focus on music arranging,
orchestration, and composition. Prerequisite: MUSC
210 or permission of instructor. Three hours. Mr. Ryder.
381-382 – Special Topics in Music – Advanced study
of both traditional and contemporary topics in music.
Students will attend live performances and rehearsals
and explore historical developments. Prerequisite: 211
or permision of instructor. Three hours. Mr. Doering or
Mr. Ryder.
420 – Researching Music – Music history represents a
shifting landscape that requires interpretation. This
course provides an introduction to the various methods
for acquiring and evaluating primary musical sources.
Emphasis will be placed on the correlation between
musical performance and music research. Students will
have an opportunity to conduct original research in a
local archive and/or the Library of Congress.
Prerequisite: MUSC 341, 342, or 361 or permission of
instructor. Three hours. Mr. Doering.
422 – Advanced Topics in Music – This course provides senior music majors with the opportunity, in consultation with the music faculty, to develop and present
in-depth study of a musical area. This can include: writing a major paper on some aspect of music history or
music theory; preparing and performing a public recital,
including scheduling, program development, and
research; composition of original music of suitable substance and length including production of manuscript
and oral or written developmental presentation on the
work. Prerequisites: successful completion of Basic
Musicianship component and permission of instructor.
Three hours. Staff.
450-451 – Internship in Music - Qualified students are
placed in an aspect of the profession of music such as
recording studios, management agencies, church music,
and research. Open to music majors and minors only
with permission of the music faculty. Prerequisite:
Minimum GPA of 3.0 in all music coursework. Three
hours. Staff.
455 – Field Study in Music - A special studies course
which gives music majors and minors the opportunity
for a hands-on experience in some aspect of the profession of music. With approval of the music faculty only.
Three hours. Staff.
Philosophy
Associate Professor Turney, Chair; Assistant Professor
Huff.
Socrates claimed that the unexamined life is not
worth living. Why not? One reply is that since our unexamined opinions and values are often inseparable from
who we are and how we conceive of ourselves, our satisfactions, our relations to others and reality itself, our
lives, and the worth of our lives depend on our efforts to
achieve greater understanding. The examination and critique of claims to truth and rightness is central to philosophy. The promise it holds out is that of greater selfunderstanding, involving the gradual liberation from
false beliefs and partial views of ourselves and our
world. Because of this, it has an essential place in the
liberal arts curriculum.
The aim of the philosophy department is to introduce students to the inquiries of important philosophers
and to aid them in developing and in exercising their
own critical, independent thought. To this end, philosophy courses encourage students to formulate issues and
questions and to evaluate critically philosophers’ arguments and their own in classroom discussion as well as
in the writing of papers.
The major program in philosophy consists of a
minimum of 31 semester hours (eleven courses) in philosophy. Double majors may apply up to three courses
from another department to the major in philosophy
upon approval of the chair of the department of philosophy. These courses should support or complement a student’s interests within philosophy. The following courses are required of all majors: Logic (MATH 120), the
history sequence (PHIL 251-252), the internship (PHIL
450), capstone (PHIL 401), and three other PHIL courses at the 300 or 400-level. The internship in philosophy
allows students to explore application of the major to a
career field. Philosophy Capstone allows students to
explore and develop their own philosophy. Students who
have not earned at least a 2.25 cumulative GPA, who do
not qualify for admission to an internship, must take a
directed Field Studies in Philosophy. Double majors and
students who have a minor in education may petition for
exemption from the philosophy internship. We strongly
recommend that majors and minors take a course in nonwestern philosophy. RELS 225 Buddhism and MATH
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Philosophy
philosophers and educators, and recent news articles
spotlighting pressing questions in education today. We
will consider the roles of autonomy and authority, the
development of values and desires as compared with
skills and information, and the opportunities and dangers of specialization. Students will reflect on their own
experiences in education, and develop their views as to
what sort of education they should pursue for themselves. They will also develop and argue for their views
on what kind of education is best to build a healthy,
flourishing society. Offered every two to three years.
Not open to students who have passed HONR 262.
Three hours. Mr. Huff.
251 – History of Western Philosophy: Ancient –
A study of classical philosophers who importantly
shaped
Western
thinking
and
sensibility.
Readings include the Pre-Socratics, Plato, Aristotle,
Epicurus, and Epictetus. Emphasis is placed on the writings of Plato and Aristotle. Offered every fall. Three
hours. Mr. Huff.
252 – History of Western Philosophy: Modern – This
course focuses on the critical evaluation of important
philosophers from the Renaissance through the 18th
century. Emphasis is placed on the emergence of modern science and secular humanism in the works of
Descartes, Locke, Berkeley, Hume, Leibniz, and Kant.
Speaking-intensive. Offered every spring. Three hours.
Ms. Turney.
260 – Philosophy of Religion – This course investigates
the relation between philosophy and religion and applies
philosophic methods to such problems as the nature of
religious experience, the nature of religious language,
the question of the existence and nature of God, the
problem of the reality of evil or suffering as it relates to
assertions of the benevolence and omnipotence of deity,
and the issue of the relevance of religious experience to
human existence. Offered every two to three years.
Three hours. Mr. Huff or Ms. Turney.
280 – Philosophy of Science – This course examines
science as a distinctive way of approaching the world
with a unique methodology associated with truth. How
is this view of science to be justified? What are its historical origins? Particular attention to the characterization of scientific objectivity and the views of knowledge
and reality this entails. Topics include: logic and probability, rationality and irrationality, science and gender,
relativism, objectivity and truth. Readings are primarily
contemporary. Offered every two to three years. Three
hours. Ms. Turney.
308 – Feminist Theory – Critical examination of contemporary theories in feminism according to a variety of
discourses on difference. Topics include: the politics of
sexuality, black feminism, feminist theories of knowledge and reality, marginality, and Post-Colonial theory.
Interdisciplinary readings, seminar format. Prerequisite:
At least one course in women’s studies or consent of
120 Logic count on the major and the minor as courses
in philosophy.
A minor program in philosophy will consist of 15
semester hours in philosophy: PHIL 251-252 and three
other courses, at least one of which must be at the 300 or
400 level. Since philosophical questions are concerned
with the nature of reality and knowledge and how we
conduct our lives, philosophical inquiry leads to the
investigation of other disciplines and areas of knowledge. We think a minor in philosophy is especially valuable for non-humanities and science majors and a natural choice for students in the humanities.
Philosophy (PHIL) Courses
211 – Philosophical Problems – This course is an introduction to the topic of personal identity as treated in the
theory of knowledge and in metaphysics. Readings are
contemporary and interdisciplinary. Topics include mind
and body, memory, artificial intelligence, and cultural
relativism. Speaking-intensive. Offered every fall. Three
hours. Ms. Turney.
212 – Ethics – This course is an introduction to philosophy focused on ethical thinking. Its fundamental aim is
to occasion the clarification of our thought concerning
how to live, what sorts of persons to be, which kinds of
actions and principles to affirm and which not in our
relations to others. We will pursue this inquiry by reading classical texts, contemporary dialogues and essays
on ethics, and decided cases in law. Our thinking about
ethics will attend to three broad approaches to ethical
situations: Utility, Rights and Duties, Virtue. Our discussion of these and other considerations will constantly attend to specific moral problems (e.g., abortion, sexual morality, affirmative action, animals, and the environment). Speaking-intensive. Offered every spring.
Three hours. Mr. Huff.
220 – Philosophy East-West – The purpose of this
course is to introduce students to the classic philosophic
traditions of Greece, Rome, India, China, and Japan.
This introduction might consist of a study of representative texts or of a comparative analysis of central concepts and assumptions. Offered every two to three years.
Three hours. Mr. Huff.
225 – Women’s Nature - A philosophical and psychological inquiry into the concept of women's nature.
Topics include genetic determinism, moral development, Freud's views of sexuality, pornography and race,
and gender and culture in feminist theory. This course
may be applied to the psychology major as a related
course. Offered every two to three years. Three hours.
Ms. Turney.
234 – Philosophy of Education – What are the proper
goals of education, and how can we best achieve those
goals? In this course we read and discuss classic works
in the philosophy of education by authors such as Plato
and Rousseau and Confucius, contemporary writings by
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Philosophy
371 – 20th Century European Philosophy – This
course focuses on the work of several important 20thcentury philosophers in different traditions: Existential
Phenomenology (Sartre, Heidegger, or de Beauvoir),
Logical Positivism (Ayer or Carnap), the Philosophy of
Language (Wittgenstein), Structuralism and PostStructuralism (Piaget, Foucault, and the New French
Feminists). Prerequisite: PHIL 370 or PHIL 252 or consent of instructor. Not open to students who have passed
PHIL 412. Once every two to three years. Three hours.
Ms. Turney.
381-382 – Special Topics – Taught by departmental
staff and designed to meet the needs and interests of
advanced students of philosophy and related majors.
Topics vary but may be an intensive study of a major figure or movement in recent or contemporary philosophy.
Prerequisite: consent of instructor. Staff.
401 – Philosophy Capstone – Intensive writing of one’s
personal philosophy. Students examine their own beliefs
about philosophical issues by reflecting on matters of
importance to them to which they were exposed in their
courses in philosophy. Students meet bi-weekly to share
their writing and discuss their ideas. Prerequisite: permission of instructor. One hour. Ms. Turney and
Mr. Huff.
404 – Freedom – A study of human freedom and how
the causality of the human will is to be understood in
light of the laws of nature. If humans are a part of the
natural world, governed by the laws of biology, physics
and chemistry, can we be free? Is freedom simply the
ability to carry one’s desires into action? To be truly
free, must we also be free with respect to the contents of
our wills? Contemporary readings from the analytic tradition will be combined with readings from the history
of philosophy that provide both context and critical perspective. Prerequisites: Either PHIL 212 or 252 and one
other course in philosophy or consent of instructor.
Offered every three years. Mr. Huff.
405 – Emotion – Traditional conceptions of objectivity
devalue the influence of emotion in rationality. This
course examines a variety of approaches to thinking that
insist on the importance of feeling. Topics include: emotion as a kind of judgment, self-deception and the problem of self-knowledge, mind-body dualism, and the politics of emotion. Readings from cognitive psychology,
ethics and moral psychology, cultural anthropology and
feminist theories of knowledge. Prerequisite: Either
PHIL 211 or PHIL 252 and one course in philosophy or
consent of instructor. Not open to students who have
passed PHIL 305. Speaking-intensive. Offered every
three years. Three hours. Ms. Turney.
408 – Virtue – In ancient Greece, philosophical discussions of ethics typically centered on a notion of good
character, or virtue. A virtuous person has good judgement of what to do, and desires to do it. This approach
fell out of favor during the modern period as desire was
instructor. Recommended: One course in philosophy.
Offered every three years. Three hours. Ms. Turney.
313 – Environmental Ethics – This course addresses
basic issues of environmental ethics: the value of
ecosystems (both inherent and instrumental), human
beings' treatment of animals and non-animal nature, the
meaning and justification of moral obligations to species
and to the environment, and the complex and profound
ways in which our actions with regard to the environment affect our fellow human beings. We will apply
moral theory to environmental problems in the enterprise of formulating an adequate ethical approach to our
environment. Prerequisite: PHIL 212 or consent of
instructor. Not open to students who have passed PHIL
213. Offered every three years. Three hours. Mr. Huff.
322 – Philosophy of Law – A study of concepts of law,
including examination of the principles of legal reasoning and jurisprudence. Such issues as the relation of law
to morality, the legal enforcement of morality, civil disobedience, responsibility, the insanity defense, and justifications of punishment are considered. Constant discussion of the opinions of judges in specific, decided
cases. Prerequisite: PHIL 212 or consent of instructor.
Speaking intensive. Offered every three years. Three
hours. Mr. Huff.
328 – Bio-Medical Ethics – An examination of the ethical dimensions of decision-making in medical practice,
research, and medical technology. Among the issues
considered are: the concepts of health and illness, experimentation and consent, abortion, death and dying,
rights and justice in health care, and the allocation of
scarce medical resources. Prerequisite: One course in
philosophy (PHIL 212 recommended) or consent of
instructor. Offered every three years. Three hours. Ms.
Turney.
363 – Social and Political Philosophy – A consideration of the justification of political authority, fundamental social principles and the social policies that follow
from them. Issues considered include: anarchism and
political authority, freedom, justice and equality, rights,
as well as such contemporary social controversies as
reverse discrimination, free expression and censorship,
property rights, and social welfare. Prerequisite: One
course in philosophy (PHIL 212 recommended) or consent of instructor. Speaking intensive. Offered every
three years. Three hours. Mr. Huff.
370 – 19th Century European Philosophy – An introduction to the thought of several important 19th century
philosophers: Hegel, Kierkegaard, Marx, Mill,
Nietzsche, Freud. Central considerations: rationality/irrationality;
objectivity/subjectivity;
freedom/bondage;
community/individuality;
theory/practice; integration/alienation. Prerequisite: One
course in philosophy (PHIL 252 is especially recommended) or consent of instructor. Once every two to
three years. Three hours. Mr. Huff.
105
Philosophy, Physical Education, Physics
muscle conditioning, step aerobics and kickboxing,
indoor cycling, Zumba.
111 – Varsity Sport Participation
given less attention, and Kantian and utilitarian
approaches came to dominate philosophical ethics. In
recent decades, however, there has been a strong revival
of interest in virtue as a central concept in ethical theory. We will typically examine both historical sources for
virtue ethics, such as texts by Plato and Aristotle, and
contemporary work. Prerequisite: Either Phil 212 or
Phil 251 and one other course in philosophy or consent
of instructor. Offered every three years. Not open to students who have passed PHIL 381, Special Topics:
Virtue Ethics. Offered every three years. Three hours.
Mr. Huff
450 – Internship in Philosophy – Students complement
their classroom study of philosophy with practical experience in a career setting consistent with their goals,
preparation, and interests. Students will complete tasks
mutually agreed on by the student, the supervisor, and
the instructor. Quarterly reports reflecting on the application of philosophy. Prerequisites: six hours of upper
level philosophy and permission of instructor. Open to
juniors and seniors who are majoring in philosophy.
Application required; see details under Bassett
Internship Program. Three hours. Ms. Turney.
455 – Directed Field Studies in Philosophy – This
course provides an opportunity for interested students to
gain practical experience with the application of philosophical principles to actual situations through field
placement with an appropriate community agency.
Prerequisites: six hours of upper level philosophy and
permission of instructor. Open to juniors and seniors
who are majoring in philosophy. Students must meet
with the department chair and then submit a proposal for
filed study placement and anticipated goals at the time
of pre-registration of the course. Three hours. Ms.
Turney.
491-492 – Independent Study – The department staff
offers programs of a tutorial nature for qualified students. At least a 3.25 cumulative quality point ratio and
approval by the curriculum committee are required.
Topics will vary and will be determined in part by the
specific interests of the students. Prerequisite: consent of
instructor. Three hours each. Staff.
496-498 – Senior Project – Seniors may select an area
of intensive study and write a thesis on some topic arising from that study. Consent of instructor required. Six
hours. Staff.
Physics
Associate Professor Woolard, Chair; Professor Franz;
Associate Professor Spagna; Visiting Assistant
Professor Francis.
The physics department offers a program of lecture
and laboratory courses to guide students on an exploration of the basic processes in their physical environment. The dynamic interplay between theory and experiment provides a key component of the intellectual life of
the department’s faculty and students. Through classroom and laboratory exercises and supervised research
projects, students are encouraged to integrate their experience with important physical principles, to formulate
well-posed problems, to produce and evaluate solutions,
and to communicate their conclusions. Computers are
used in several courses as tools in this chain of reasoning,
to enhance the collection and analysis of experimental
data and to model and display theoretical concepts. The
study of physics focuses on the interrelation of complex
phenomena and a critical evaluation of conclusions.
A major in physics prepares students for entry- level
positions in research, development, scientific programming, technical writing, teaching, and other positions
requiring technical skills. It is also appropriate for students
wishing to pursue graduate study in physics; related professions, such as astrophysics, biophysics, meteorology or
oceanography; or other professions, such as engineering,
medicine, business, or law. A minor in physics enhances
students’ comprehension of technical phenomena.
In addition to offering a major and a minor in
physics and a minor in astrophysics, the department participates in several cooperative programs. Students
wishing to combine a liberal arts education with an
undergraduate engineering degree should inquire about
the engineering programs in cooperation with Columbia
University or the University of Virginia. These programs
lead to undergraduate degrees from Randolph-Macon
and either bachelor’s or master’s degrees from the cooperating institution. In a cooperative program with the
U.S. Navy, students may spend alternate semesters at
Randolph-Macon and at the Naval Surface Warfare
Center in Dahlgren, Virginia, where they participate in a
work-training program, for which they are remunerated.
Students seeking teaching certification as part of
the secondary education minor may receive an endorsement in physics. Please refer to the catalog listing for
Education for other certification requirements. In addition to completing the requirement for the physics
major, the student must also complete the following science courses to qualify for endorsement: BIOL 121-122,
and CHEM 121-122. (These may be substituted for elective courses on the physics major, with permission of the
Physical Education (PHED) Courses
101 – LifetimeActivities – Such as aggression defense, Scottish
dance, racquetball, ballet, Aikido, Tai Chi, Shotokan karate,
Hiphopfunk, tennis, cardio kickboxing, power yoga, Pilates.
103 – Aquatics –Such as AquaFit, scuba diving, and
swimming.
104 – Conditioning and Wellness – Such as aerobics,
bosu training, glutes and abs, walking, weight training,
106
Physics
dynamics, electricity and magnetism, the relativity of
time and space, and the quantum mechanical description
of nature. Students will explore these and other ideas,
with student interest driving the specific topics covered.
Experiment and direct observation will reinforce the conceptual understanding of topics, and allow the students to
further discover the limits of their application to specific
phenomena and devices. Through the preparation of
written and oral reports, students will develop skills in
the communication of technical themes. Six contact
hours each week. This course may be used to partially
satisfy the collegiate science requirement as a physical
sciences course. This course partially fulfills the Area of
Knowledge requirement as a natural science with laboratory. Offered alternate years. Four hours. Staff.
130 – Atmospheres and Weather – An introduction to
planetary atmospheres and weather phenomena, with
special emphasis on the Earth. More than just a meteorology study, the course will use atmospheric phenomena elsewhere in the solar system as a way of understanding similar occurrences on the Earth. Topics
include general circulation, cloud formation processes,
the solar energy budget and transport phenomena, global warming, and the interaction between humankind’s
activities and the earth’s weather. Computer simulations
and laboratory exercises will assist students in understanding the basic concepts in this course. This course
partially fulfills the Area of Knowledge requirement as a
natural science with laboratory. Offered alternate years.
Four hours. Staff.
150 – Science in the Movies: From Frankenstein to
Star Wars – See CHEM 150. Mr. Schreiner and
Mr. Spagna.
151-152 – Introductory Physics – A two-semester
introduction to the basic principles of classical and contemporary physics. Topics include classical mechanics,
waves, heat and thermodynamics, electricity and magnetism, optics, and modern physics. The basic ideas and
tools of calculus are presented and used as needed.
Laboratory investigation, computer modeling, and context-rich problem solving are emphasized as modes of
inquiry into the phenomena being presented. Computer
techniques are extensively used for data collection and
analysis. Six contact hours each week. Prerequisites:
None for PHYS 151. PHYS 151 is prerequisite for
PHYS 152. Students intending to major in physics,
chemistry, or computer science, and those intending to
participate in the cooperative engineering programs,
should be enrolled concurrently or previously in MATH
131-132 or 141-142. Each semester of this course partially fulfills the Area of Knowledge requirement as a
natural science with laboratory. Four hours each. Staff.
205 – Modern Physics – Developments in 20th century
physics, including the theory of special relativity, blackbody radiation, the photoelectric effect, Compton scattering, Rutherford scattering, the Bohr atom, deBroglie
department.) All courses used towards the endorsement
must be completed with a grade of C- or better.
Students interested in any of these programs are
encouraged to meet as early as possible with a member
of the physics department to plan their collegiate program of study because many physics courses carry prerequisites in mathematics, and many upper-level physics
courses are taught only in alternate years. Grades of Cor better in introductory physics (PHYS 151-152) are
required for acceptance into any of the advanced programs described above.
Students who major in physics must complete the
following core courses: PHYS 205, 210, 250, 300, 330,
340, 499. PHYS 496-498 may be substituted for PHYS
300/499. PHYS 215 may be substituted for PHYS 210.
Such substitutions require approval of the department. A
minimum of six additional semester hours in physics is
to be selected from the following elective courses:
PHYS 335, 430, 435, 440, 445, 481-482. Courses which
may be substituted, with the permission of the department, for these electives include PHYS 215, 381-382,
450, 496-498, ASTR 231-232, and 321. Additionally,
the department may permit students to substitute introductory or advanced courses in other sciences for up to
six semester hours toward the physics major. Students
majoring in physics are also required to participate in
assessment activities administered by the department or
by the college. A minimum grade of C- is required in all
courses used on the major and minor.
The Physics Department highly encourages each
student to participate in research opportunities outside of
their normal course work. PHYS 271-274, the college’s
Schapiro Undergraduate Research Fellowship Program
(SURF) and the NSF Research Experience for
Undergraduates (REU) are some examples of programs
which provide students unique research experiences.
Students who successfully complete SURF, REU or
other research internship programs may request research
proficiency for PHYS 300 and substitute another elective course on the physics major. Review of the student’s
work and permission of the department is required.
Physics majors participating in the cooperative
engineering programs must complete the physics core
and collegiate requirements with a B+ average in science and mathematics courses as well as overall. A
minor in physics consists of PHYS 151-152 and at least
12 semester hours selected from physics courses numbered 200 or above.
Physics (PHYS) Courses
105 – A Hitchhiker’s Guide to Physics (With
Apologies to Douglas Adams) – This course is a onesemester exploration of the physical world, built around
the theme of understanding objects and processes which
surround us. Themes to be explored may include conservation of energy and momentum, principles of thermo-
107
Physics
waves, wave particle duality, and introductory quantum
physics. Six contact hours per week including laboratory. Prerequisite: PHYS 152. This course partially fulfills
the Area of Knowledge requirement as a natural science
with laboratory. Four hours. Mr. Spagna.
210 – Digital Electronics – An introduction to the study
and applications of digital electronics and microprocessor interfacing. Theoretical presentations are accompanied by laboratory work emphasizing design of and
experimentation with digital circuitry. This course partially fulfills the laboratory science requirement as a
physical science. Due to space limitations, permission of
the instructor is required for students not majoring in
physics or computer science. Six contact hours per
week. This course partially fulfills the Area of
Knowledge requirement as a natural science with laboratory. Four hours. Ms. Woolard.
215 – Analog Electronics – An introduction to analog
circuits. The theoretical basis for the uses of active and
passive circuit elements is presented along with applications in power supplies, measurement circuits, and
amplifiers. Laboratory work providing hands-on usage
of the devices discussed is a key component to the
course. Two three-hour class/laboratory sessions per
week. Prerequisite: PHYS 152 or 210. This course partially fulfills the Area of Knowledge requirement as a
natural science with laboratory. Offered alternate years.
Four hours. Mr. Franz.
250 – Mathematical Physics – An introduction to the
application of mathematics to physical systems. Topics
included are Taylor and Fourier series, Fourier transforms, generating approximate solutions, and complex
variables. Each of these areas of mathematics will be
related to applicable systems drawn from physics and
chemistry. Numerical techniques on various computers
will be employed. The course is designed to be of value
to upper-division physics, chemistry, and mathematics
majors. Prerequisites: MATH 132 or 142, PHYS 152.
This course partially fulfills the Area of Knowledge
requirement as a natural science without laboratory.
Three hours. Staff.
271-274 – Guided Research in Physics – A guided
research course intended to provide interested students
an opportunity to do research prior to PHYS 300 or a
Senior Project. Students will work with a faculty member to develop and execute a research project.
Permission of a faculty member is required. Students
will be required to spend at least three hours per week on
the research project. Prerequisite: PHYS 151-152. One
hour each. Staff.
300 – Physics Research – Students select a research
topic in a specialized area of physics or astronomy.
Projects are student-designed in consultation with a faculty member. A proposal (including a literature review
and a research plan) must be submitted to the faculty
member no later than the second week of the term in
which the research is to be completed. The project will
culminate in a formal written report and oral presenta-
108
tion by the end of that term. Prerequisite: PHYS 205
and/or permission of instructor. Three hours. Staff.
330 – Intermediate Mechanics – A rigorous treatment
of the formalism and methods of classical mechanics.
kinematics and dynamics are treated in one, two, and
three dimensions. Topics include vector algebra and
coordinate system transformations, periodic motion in
two and three dimensions, non-inertial reference frames,
central force formalisms, coupled oscillations, and
chaotic dynamics. Four hours of lecture and tutorial
each week. Prerequisites: PHYS 205, 250. MATH 203
should be taken in the same term if not taken in a prior
year. Four hours. Ms. Woolard.
335 – Continuum Mechanics – An introduction into
the study of three-dimensional objects through the determination of internal conditions caused by external
forces. Numerous constitutive equations will be presented that describe properties of the material such as stress,
strain, elasticity, plasticity, and fluid flow. Tensor analysis will be introduced and used extensively in the physical description of mechanical deformation.
Prerequisite: PHYS 330. Corequisites: MATH 203 or
307, or permission of the instructor. Spring term, alternate years. Three hours. Ms. Woolard.
340 – Electricity and Magnetism – A rigorous treatment of classical electromagnetic theory. Beginning
with a review of the calculus of vector fields, these tools
are applied to the study of electric and magnetic phenomena. Static electric and magnetic fields are treated,
including their interactions with matter. Dynamical
effects, including radiation, are derived from the synthesis of Maxwell’s Equations. Prerequisite: PHYS 330.
MATH 307 should be taken simultaneously if not taken
in a prior year. Four hours of lecture and tutorial each
week. Four hours. Ms. Woolard.
391-392 – Independent Study – An independent exploration of a specialized area of physics under the guidance of a member of the department. Prerequisites: permission of the instructor, a cumulative GPA of 3.25 or
greater, and approval of the Committee on the
Curriculum. Three hours each. Staff.
430 – Introductory Quantum Mechanics – An intermediate formulation of nonrelativistic quantum mechanics using Shroedinger’s equation. In particular, the study
of finite, infinite, and periodic potential barriers and
wells will lead to a description of the hydrogen atom,
simple molecules, and solids, and the nucleus at a more
sophisticated level than that developed in PHYS 205.
Three one-hour lectures per week. Prerequisite: PHYS
330. Offered alternate years. Three hours. Staff.
435 – Optics – An intermediate course in dynamical
electromagnetic systems, including geometric and physical optics. Emphasis will be placed upon the nature of
electromagnetic waves and their diffraction and interference. Three one-hour lectures per week. Prerequisite:
PHYS 340. Offered alternate years. Three hours. Mr.
Spagna.
Physics, Political Science
440 – Statistical and Thermal Physics – A survey of
thermal phenomena. Topics include classical thermodynamics – temperature, heat, work, energy, entropy; the
thermodynamic laws; classical and quantum statistics
describing systems of distinguishable and indistinguishable particles. Three one-hour lectures per week.
Prerequisite: PHYS 152. Offered alternate years. Three
hours. Staff.
445 – Solid State Physics – A survey of matter in the solid
phase. Fundamentals of crystallography and band structure will be treated along with selections from the topics of
superconductivity, ferromagnetism, photovoltaics, amorphous solids, luminescence, and defects. This course is
intended primarily for physics majors, although students
majoring in chemistry and computer science will find topics relevant to their fields. Prerequisite: PHYS 205 or
CHEM 311, or permission of instructor. Offered alternate
years. Three hours. Mr. Franz.
450 – Physics Internship – Students in this course are
placed in an industrial or research facility and follow an
arranged set of readings relevant to their internship experience. Students will be expected to demonstrate through
a written report upon completion of the internship an
understanding of the physical phenomena used and their
applications. Application required; see Internship
Program. Offered as needed. Three hours. Staff.
481-482 – Selected Topics in Physics – A course in
seminar or tutorial format which allows the student to
study – through individual readings, conferences, or laboratory work – advanced topics not covered in the normal curriculum. This course is intended for students who
have demonstrated ability and a thorough understanding
of physics and appropriate mathematics. Prerequisite:
permission of instructor. Three hours each. Staff.
496-498 – Senior Project – Extensive work in some
area of departmental research interest. Students will be
required to show diligence and independence in their
chosen study. A departmental faculty member must consent to supervise and review the student’s work. A formal paper and an oral examination are required.
Prerequisite: permission of department. A senior project
fulfills the Cross-Area Requirement as a capstone experrience. Six hours. Staff.
499 – Senior Seminar in Physics – This course provides a capstone experience for senior physics majors.
Students will hear presentations by faculty and other
physics professionals, prepare and deliver oral presentations on their own research activities, and gain familiarity with current professional literature in physics.
Reading and discussions in the history and philosophy
of physics will familiarize students with the larger cultural context in which the discipline has developed.
Prerequisites: PHYS 300, 330, and 340, or permission of
department. This course fulfills the Cross-Area
Requirement as a capstone experience when combined
with PHYS 300. Three hours. Ms. Woolard.
Political Science
109
Professor Turner, Chair; Professor Badey; Associate
Professor Bell; Assistant Professor Meagher.
Political science in the broadest sense is the study
of the institutions of power in society. The political science department strives to impart to its students knowledge and understanding of these institutions of power,
the habits and skills of lifelong learning in our discipline, the ability to develop tools to interpret political
activity in later life, and an appreciation of the responsibilities of citizenship in our democracy. The knowledge,
tools, and skills learned in the department’s courses are
also intended to give students a strong foundation for
graduate study in political science, public administration, law, or other disciplines and to prepare them for
professional careers in public service, politics, interest
group representation, business, journalism, teaching,
and other professions.
Students planning to major in political science must
obtain departmental approval and must earn grades of Cor better in PSCI 201-202. A political science major program must also include at least 27 additional hours in
political science. Students majoring in political science
must complete PSCI 301 and at least one three-hour or
four-hour course in each of the following groups:
Group I: American Government – PSCI 307, 308,
312, 315, 316, 317, 318, 319, 421, 450, 455, and 456.
Group II: International Relations – PSCI 320, 321,
322, 326, 327, 423, and 441.
Group III: Foreign and Comparative Government –
331, 332, 333, 334, 335, 337, 338, and 339.
Group IV: Political Philosophy – PSCI 432.
Students majoring in political science must include
a capstone experience approved by the department.
PSCI 401, Senior Seminar in Political Science, fulfills
the capstone requirement and is required for the major,
unless a student opts to complete the capstone requirement offered in a different major program. The Senior
Seminar requirement may be waived, with the permission of the department, if the student conducts directed
research, or other appropriate experiential learning as
approved by the department, under the supervision of a
member of the Political Science department faculty that
culminates in the student’s senior year.
The program requirements of a political science
major planning to minor in education for the purpose of
state certification (both elementary and secondary) vary
slightly from those of other political science majors.
HIST 111-112 is required for certification and meets the
AOK requirement. Students seeking certification at the
secondary level must be certified in social studies which
includes a major in political science plus HIST 211,
Political Science
308 – American Campaigns and Elections – A study
of contemporary American political campaigns and elections. The election cycle will be examined from three
different perspectives: the political campaign/politician,
the mass media, and the voter. State level and federal
elections will be analyzed during election years. Same
as COMM 308. Offered alternate years. Three hours.
Ms. Conners.
312 – State and Local Government and Politics – A
survey of the structure and functions of state and local
government in the United States. Local and state politics
will also be considered. Offered alternate years. Three
hours. Ms. Bell and Mr. Turner.
315 – Introduction to Public Policy – Public policy
refers to the process of making and implementing public
laws, rules, regulations, and programs and to the policy
sciences, which evaluate existing public policies and
new policy initiatives in order to assist policy makers.
This class will be divided roughly in half, with the first
part of the class focusing on the making of public policy, and the second part focusing on evaluating public
policies. The class is designed to provide students with
an understanding of the complexity of making public
policy, as well as perspective on implementing, evaluating, and adapting policies to reach collective goals.
Offered alternate years. Three hours. Ms. Bell.
316 – Judicial Process and Behavior – An analytical
course dealing with the role of the judicial branch in
America’s political life. The course explores the courts as
political institutions, the processes courts use, the ways
judges behave, influences on judges and justices, and the
policy-making aspects of what judges do. The emphasis
of this course is at the federal level, although consideration will be given to both state and federal courts and
judges. Offered alternate years. Three hours. Ms. Bell.
317 – The American Presidency – A functional study of
the American presidency analyzing the president’s role in
the formation of public policy and his participation in the
national political system. Emphasis will be placed on
concepts and techniques of presidential leadership,
administrative control and political response, and innovation. Offered alternate years. Three hours. Ms. Bell.
318 – Congress and the Political System – An analytical
treatment of the national legislature and its performance
within the American political system. This study of the
institutional environment of Congress will include consideration of recruitment patterns, internal leadership structures, the role of party, constituencies and interest groups,
decision-making, and the relations with the bureaucracy.
Offered alternate years. Three hours. Ms. Bell.
319 – Environmental Policy – Students will be afforded
the opportunity to develop an awareness and an appreciation of the national public policy-making process, especially as it applies to the environment. Students will be
involved actively in the study of environmental policy
making through a variety of approaches: seminar discus-
HIST 212, and either HIST 319 or INST 251, or their
equivalents.
A minor in political science shall consist of PSCI
201-202, plus four additional political science courses
approved by the department.
Political Science (PSCI) Courses
201 –Introduction to Politics – An introduction to the
fundamental principles of politics and government. This
course develops the theoretical foundations and analytical frameworks enabling students to understand and
interpret democratic and alternate forms of government
and will provide insight into the inherent difficulties
faced by democracies. Three hours. Staff.
202 – American Government and Politics – This
course considers the fundamentals of American government and politics. It is a survey of the theoretical principles upon which the U.S. national government was
founded as well as a practical look at the structure and
function of U.S. national government. Emphasis is
placed on the U.S. Constitution, American political
institutions, mass political behavior, and mediating institutions such as political parties, interest groups, and the
media. Three hours. Staff.
301 – Research Methods – The course will introduce
the student to the statistical methods applied in the study
of politics – domestic, comparative, and international.
With an emphasis on applied research, students will
learn the basic statistical measurements of central tendency, dispersion, correlation, sampling and survey
research, as well as the more commonly used approaches to hypothesis testing. This course should normally be
taken by the end of the sophomore year. Three hours.
Ms. Bell.
307 – Political Communication – An introduction to
the theory and research on the public multi-media
communication activities of elections, governance,
and policy advocacy. The course considers five
approaches taken by communication scholars to this
study: the examination of genres of political communication such as inaugural, state of the union, and war
declaration addresses; the examination of presidential
“style”; the rhetorical criticism (using several
approaches) of specific examples of discourse; the
examination of the rhetorical difficulties women and
minority group members have with political discourse
as it has been defined through decades of practice; and
the scrutiny of election campaign communication
activities including convention speeches, debates, and
television advertising. Throughout, the course traces
changes in the media being used and in the relationships among the media, the public, those involved in
politics as candidates and otherwise, and the institutions of government. Same as COMM 307. Offered
alternate years. Three hours. Mr. Sheckels.
110
Political Science
sions, the case study approach to problem solving, cooperative research projects and presentations, and field
trips. Same as EVST 319. Three hours. Staff.
320 – American Foreign Policy – This course will
examine both the nature of the foreign policy decision making process and the substantive content of policy.
Specifically, the course will study the roles that the
Department of State, the President and his advisers, the
Congress, the press, and public opinion play in the formation of foreign policy. In terms of policy content, the
course will concentrate on post-WW II American foreign policy topics; relations between the United States
and the Communist states, our allies, the non-aligned
world, and the United Nations. Speaking-intensive.
Offered alternate years. Three hours. Staff.
321 – International Relations – This course will introduce the student to the nature of the problems facing the
contemporary international system. Emphasis will be
placed on the relationships of man, the state, and the
international system to world politics. There will also be
a survey of several of the more prominent approaches
being advocated in order to limit and control the high
level of violence which characterizes the world today.
Same as INST 321. Three hours. Mr Badey.
322 – International Organization – This course will
include a survey of the evolution of international organizations and a detailed examination of the structure and
functions, both political and administrative, of the
organs of the United Nations. A series of case studies
involving the League of Nations and the United Nations
will be used in this examination of international organizations. Offered alternate years. Three hours. Mr. Badey.
326 – U.S. Intelligence and Foreign Policy – An examination of the history, structure, and function of the U.S.
Intelligence Community since 1947. This course studies
the collection, collation, evaluation, analysis, interpretation, and integration of information as an input to foreign
policy. Analyzing the use and often abuse of U.S. covert
actions since 1948, the course explores the inherent tensions between the need for secrecy and democratic
processes. Noting the momentous political, economic,
and technological changes since the end of the Cold War,
the course identifies new challenges and threats that face
the U.S. Intelligence Community in the 21st century.
Offered alternate years. Three hours. Mr. Badey.
327 – International Terrorism – This course introduces
students to international terrorism and political violence.
It analyzes international terrorism from an individual,
organizational, and systems perspective. In addition to
examining history, causes, methods, and characteristics
of terrorism, this course seeks to provide students with a
basis for understanding why international terrorism
occurs and what, if anything, governments can do to
reduce or to prevent it. Three hours. Mr. Badey.
331 – Major Governments of Western Europe – A comparative survey of the structure and operation of the politi-
cal systems of Great Britain, France, and Germany.
Consideration will be given to both the formal governmental structures and to the informal political processes of these
countries. (Knowledge of European history is assumed.)
Offered alternate years. Three hours. Mr. Badey.
332 – Russia and the Soviet Past – An examination of
the current government and political system of Russia in
the context of the development, character, and structure
of the former Soviet Union. The course will also cover
the process of disintegration of the former Soviet
empire. Offered alternate years. Three hours. Mr. Badey.
333 – Latin American Politics – This course surveys
the governmental structures and political processes of
Latin America. The course focuses on the political theories and political cultures of the region, regime types and
the processes of regime breakdown, debt relief, political
reform, the drug trade, and environmental protection.
Students also study micro-level political behavior by
looking at how Latin Americans seek to influence their
political environment. Thus the course discusses social
movements, patron-clientage, ethnic identity and relations, political parties, and voting. Offered alternate
years. Three hours. Mr. Turner.
334 – African Politics – This course surveys governmental structure and political processes in Africa south of
the Sahara. Specifically, the course addresses the capacity of the modern African state to govern. The course
addresses the history of the colonial state and its modern
impact on politics, the question of why states collapse
and how to rebuild them, and the ability of the modern
state to accommodate sub-national and ethnic identities.
Along with discussing the pessimistic conclusions about
African politics drawn by many analysts, students consider successful cases of effective governance in the
region, and how Africans organize to influence policy.
Offered alternate years. Three hours. Mr. Turner.
335 – The Political System of China: Past and
Present – A survey of the structure and operation of the
Chinese political system. Consideration will be given to
the development of the Chinese political system during
the Imperial Dynastic period, the Republican period, and
the present period of Communist rule. Offered alternate
years. Three hours. Mr. Turner.
337 – Mexican Politics – This course introduces the students to a variety of political actors and current issues in
Mexican politics in an intensive way. The course
includes lectures from Mexican politicians, activists,
and scholars, as well as visits to the state legislature,
courts, political party offices, and other points of interest. Topics covered include national politics, political
parties, federal-state and state-local relations, social
movements, the administration of justice, and economic
and political relations with the United States. The course
also instructs students in the ethics and responsibilities,
as well as the rewards, of field research in political science. Offered alternate years. Three hours. Mr. Turner.
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Political Science
338 – Government and Politics of the Middle East –
This course seeks to introduce the student to politics and
society in the Middle East. A determined effort will be
made to take a balanced view of the area, neither looking
at it through Western eyes nor through the eyes of any
particular adversary in the numerous regional conflicts.
Emphasis will be placed on the political cultures of the
area, as well as on the variety of socio-political structures
and processes present. This will be followed by a number
of comparative case studies on contemporary aspects of
Islamic traditionalism, the culture of transition, political
modernization, and evolution and revolution in the political processes of the Middle Eastern states. Offered alternate years. Three hours. Mr. Badey.
339 – Politics of Nationalism – This course deals with
one of the most powerful forces to mobilize people in
the modern era – nationalism. Students explore the
sources and history of nationalism, individual and collective motivations for national identity and action in the
name of the nation, and the political patterns associated
with nationalist cultures. The course illustrates issues in
the study of nationalism through intensive case studies.
Offered alternate years. Three hours. Mr. Turner.
381-382 – Special Topics in Political Science – These
courses focus on areas of political science not specifically covered in the general curriculum and are designed
to meet the needs of advanced students. Three hours
each. Staff.
391-392 – Independent Study – Three hours each. Staff.
401 – Senior Seminar in Political Science – The seminar provides students with the opportunity to apply the
tools, concepts, and skills they have gained from the
major in political science to investigate specific topics.
Seminar students will meet to discuss common themes,
but each student will write a major research paper on a
particular question of importance to the discipline.
Student research findings will be reported in both written and spoken form. Extensive consultation between
the student and the department’s faculty members will
be expected. Three hours. Staff.
421 – Constitutional Law – A survey of the development of the Constitution through judicial interpretation.
Cases will be analyzed in several areas, including: presidential powers, congressional powers, civil rights
(including defendants’ rights, minorities’ rights, and
women’s rights), civil liberties, and the First
Amendment (speech, religion, and assembly guarantees). Prerequisite: PSCI 202. Offered alternate years.
Four hours. Ms. Bell.
423 – International Political Economy – This course
studies the domestic, international, and ecological
sources of economic policy choices made by state and
non-state actors. The course is designed to survey the
theories of economic policy behavior, and the actions
and results of various actors’ efforts to influence the
international economic environment. Specific attention
is given to patterns of trade, finance and property rights,
the development of trading blocs and the World Trade
Organization, and to the issues of interdependence and
world market constraints on national political choices.
Offered alternate years. Three hours. Mr. Turner.
432 – The History of Western Political Thought –
This course will survey the development of the concepts
of order, constitutionalism, and freedom in Western
thought from their Greek origins through the 20th century. The three orienting concepts will be traced through
the contributions made by the great political thinkers of
Greece, Rome, early Christianity, the Middle Ages, the
Reformation and the rise of the nation-state, the age of
the social contract, and the development of ideologies;
conservatism, liberalism, socialism, communism, and
fascism. Four hours. Staff.
441 – International Law – A survey of the general principles and theories of the law of nations, including the
use of case studies to illustrate the growth and development of international law. Offered alternate years. Three
hours. Mr. Badey.
450-451 – Internships in Political Science:
Washington, D.C. and the United Nations – Qualified
students will be able to combine their classroom knowledge with practical experience in internship placements
in Washington, D.C. and in New York with work at the
United Nations. In Washington-based internships, students will be placed on the staffs of Representatives and
Senators, with congressional legislative and party committees, and with private interest groups and think tanks.
In New York, students will be placed with non-governmental organizations affiliated with the United Nations.
Students will complete a project that will be agreed to by
the student, the Washington or New York supervisor, and
the instructor. Open to juniors and seniors with the permission of the instructor. Application required; see
Internship Program. Three hours each. Ms. Bell.
452 – Internships in Political Science – Qualified students will be able to combine their classroom knowledge
with practical experience in internship placements in
governmental offices, party or interest group organizations, or law offices. Students will complete a project
mutually agreed on by the student, the supervisor, and
the instructor. Open to juniors and seniors with the permission of the department. Application required; see
Internship Program. Three hours. Staff.
455 – Internships in the State Legislature – Qualified
students will combine academic preparation with supervised practical experience in working for a member of
the state legislature or a lobbying organization. Students
are expected to work on a full-time basis and complete a
project mutually agreeable to the student, the supervisor
and the instructor. Prerequisites: PSCI 201-202 and permission of the instructor. Open to juniors and seniors
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Political Science, Psychology
only. Application required; see Internship Program.
Three hours. Mr. Turner.
456 – Advanced Internships in the State Legislature
– A continuation of PSCI 455. Prerequisites: PSCI 455
and permission of the instructor. Application required;
see Internship Program. Three hours. Mr. Turner.
487-488 – Departmental Honors – One of two departmental honors courses for students enrolled in the
Honors Program. The course will involve a program of
reading and research in an area of political science appropriate to the student’s interest. Three hours each. Staff.
491-492 – Independent Study – An independent study
under the guidance of a member of the department. At
least a 3.25 cumulative GPA and approval by the curriculum committee are required. Three hours each. Staff.
496-498 – Senior Project – Senior majors may, with
departmental approval, conduct an independent research
project on some area or problem in political science. Six
hours. Staff.
characteristics and politics of the parliamentary-presidential system; the nature of contemporary political parties
and constitutional order; and the nature of economic,
social, cultural, industrial, and technological planning and
policy-making. Prerequisite: FREN 232. It is strongly recommended that students have completed one upper-level
comparative government course. May be counted toward
a major or minor in political science. This course counts as
part of Group III on the major. Three hours.
FRN/PSCI360 – European Economic Community
Law – This course will entail an in-depth review of the
establishment of the European Economic Community
and of its organizational structure. A major portion of the
course will be devoted to a study of the powers, roles,
and policies of the European Economic Community.
Efforts will be undertaken in the final section of the
course to present some of the major problems facing the
EEC, and the proposals that have been made by the EEC,
and by some of its individual members, to solve these
problems. Prerequisite: FREN 232. May be counted
toward a major or minor in political science. This course
counts as part of Group II on the major. Three hours.
Study Abroad courses offered
at Wroxton College in England
POLS3450 – British Government and Politics – The
purpose of this course is to give a broad introduction to
the origins, development, structure and workings of the
British system of government and British politics. The
office of prime minister, the Cabinet, the Civil Service,
Parliament, political parties, and pressure groups are
among the topics covered. Students may receive credit
for either this course or for PSCI 331 but not for both.
This course counts as part of Group III on the major.
Three hours.
POLS3454 – Descent from Power – This course examines the foreign policy process in Britain and the movement of Britain from a perceived position of Great
Power status to one of accepted Middle Power status
against a background of changing domestic and international environments during the 20th century. This course
counts as part of Group III on the major. Three hours.
POLS3456 – The Power and Personality of the
British Prime Minister – The course focuses on the
developing role of the British Prime Minister from
Walpole to the present day, placing it within the context
of the British Political System and British Politics. The
powers of the office are looked at, with the analysis
being directed towards the extent to which an individual’s personality is important in determining the scope
of that power. This course counts as part of Group III on
the major. Three hours. Mr. Baldwin.
FRN/PSCI 421 – Constitutional Law – This course is
a study of the theory of constitutional law and of some
of its applications. Articles to be studied include the
sources of the Fifth Constitution, French political life,
the nature of the executive power, the Parliament, and a
comparison between the French system and those of
other countries. Prerequisite: PSCI 331 or equivalent.
This course is entirely different from PSCI 421 or 422 at
Randolph-Macon. May be counted toward a major or
minor in political science. This course counts as part of
Group III on the major. Three hours.
Psychology
Professor Lambert, Chair; Professors Klaaren, Resnick,
and Wessells; Associate Professor Hughes; Assistant
Professors Parker and Riener.
Liberally educated students should achieve an
understanding of self and of others that enables them to
function effectively in diverse intellectual, occupational,
and interpersonal pursuits. Psychology, which focuses
on the nature and causes of action, experience, and mental activity, can play a central role in achieving this educational aim. The psychology curriculum provides
intensive instruction in psychological theory and
methodology and exposes students to important applications of psychological knowledge. With its emphasis on
critical reading and thinking, communication, and active
learning, the required course work prepares students for
graduate study in the social sciences, and is also well
suited to students who plan to enter the world of work
following graduation.
Study Abroad courses
at the Sorbonne in France
FRN/PSCI338 – The Government and Politics of the
Fifth Republic – This course treats the following: the
antecedents of the present constitutional structure; the
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Psychology
The theoretical courses in the curriculum provide
detailed coverage of fundamental processes in cognition, psychobiology, development, social interaction,
and clinical applications. The courses in these areas
share the same goal: they are designed to teach basic and
advanced principles and methods and to promote analytical skills so that students may deal with complex phenomena, theoretical or applied, with an appropriate level
of theoretical sophistication and critical evaluation.
The curriculum also includes extensive instruction
and experience in research design and the scientific
method; in addition to the required Research Methods
course, all students are required to take two Research
Applications and Theoretical Systems courses (RATS).
These courses will follow specific prerequisite content
courses and give students an opportunity to evaluate the
empirical and theoretical literature in an area and design
and implement an original research project. Students
considering graduate study in psychology are strongly
encouraged to do further collaborative or independent
research under faculty supervision. To support the
research activities of students, the psychology department has well-equipped, modern laboratories.
For students with an existing interest in a specific
area of psychology, we offer the following emphases within the psychology major: Cognitive Science;
Psychobiology; Developmental Psychology; Social
Psychology; and Clinical Applications. To obtain such an
emphasis, a student must take three courses from a certain
category.
For example, students interested in a
Developmental emphasis would need to take
Developmental Psychology (PSYC 330), Infant
Development (PSYC 331), and Early Experiences (PSYC
332). It is recommended that the student take his/her
RATS course in this area as well. Although the emphasis
is not an official designation on the diploma, it is recognized within the department and can be mentioned in letters of application or recommendation for graduate education or employment opportunities following graduation.
The department offers many other opportunities for
interested students to become involved in research and
practice outside of the classroom. Each external site is chosen for its relevance to the student’s interests, abilities, and
goals. Sites often selected include hospitals, centers for
emotionally disturbed children, personnel offices, corrections departments, nursing homes, and community mental
health centers. The field study and internship programs
encourage students to relate theory to observation and provide experiences that help students to choose occupational
and educational goals wisely. Both are highly recommended for students planning to do graduate work in
applied areas such as clinical, counseling, or industrial/organizational psychology. Students may complete up
to six hours in internships, field studies, or a combination
of the two; however, only three hours will count toward
the fulfillment of the major. In addition to internships and
114
field studies, experiential opportunities are available in
travel courses and various course and department-related
service projects.
Any PSYC 100-level course partially fulfills the
Area of Knowledge requirement in the Social Sciences,
as does PSYC 200.
PSYC 200 is a prerequisite for all psychology
courses above the 100 level. Students considering a
major in psychology are encouraged to take this course
as soon as possible. Students planning to major in psychology must obtain departmental approval and must
earn a grade of C- or better in PSYC 200 before they can
take the remaining PSYC courses. Successful completion of PSYC 201 (Research Methods) with a C- or better is the prerequisite for 300-level courses in psychology. All majors are required to take PSYC 202, and it is
strongly recommended that students take this course
concurrently with PSYC 201 (Research Methods).
PSYC 433 is open to all seniors who have successfully
completed PSYC 200, 201 (Research Methods), 202 and
two 300-level courses.
The major program consists of a minimum of 37
semester hours with grades of C- or better in all courses
that count toward the major. The courses required of all
majors are PSYC 200; PSYC 201 (Research Methods);
PSYC 202; PSYC 433; PSYC 320 OR 321; one course
from four of the following five categories: Cognitive
Science (310 series); Psychobiology (320 series);
Developmental (330 series); Social (340 series) and
Clinical Applications (350 series); two Research and
Applied Theoretical Systems (RATS) courses in two of the
aforementioned series (each with a specific prerequisite);
and two upper level (300/400) elective courses. The minor
in psychology consists of 17 semester hours in psychology including these courses: PSYC 200; 201 (Research
Methods); a 300-level course and accompanying RATS
course; and one upper-level (300/400) elective.
Students in the Honors Program are required to
complete a senior project in psychology (PSYC
496/498). Majors are encouraged to fulfill collegiate
requirements in the natural sciences by taking at least
one course in biology. Students with weaker preparation
in mathematics are advised to take Introduction to Finite
Mathematics (MATH 105) prior to taking PSYC 201
(Research Methods). Students who are considering
graduate school should enroll in MATH 113 (or 111) and
are encouraged to include among their electives a senior
project in which the student spends his/her senior year
working on an original research project with a faculty
member.
The teacher preparation program in psychology
includes course work and other experiences designed to
enable prospective teachers to gain an understanding of
self and others, cognition, learning, human development
and behavior, techniques for evaluating behavioral data,
and ethics and values in psychology.
Psychology
Requirements for Elementary Education Minors:
• In conjunction with the requirements for the major, students must include PSYC 330 (Developmental
Psychology) or one course from the 310 (Cognitive)
series.
• EDUC 321 (Educational Psychology) may be used to
satisfy one upper-level elective.
Requirements for a Major in Psychology are:
• General Psychology (PSYC 200); Research Methods
(PSYC 201); Success Strategies (PSYC 202);
Systems and Theories (PSYC 433)
• One course from four of the following Category
Series:
PSYC 310 Series: Cognitive Psychology ( PSYC 310);
(Cognitive Science) Sensation and Perception
(PSYC 312); Human Learning
(PSYC 313); The Animal Mind
(PSYC 314); Cognition and
Culture (315)
PSYC 320 Series: Behavioral Neuroscience (PSYC
(Psychobiology*) 320); Clinical Neuroscience
(PSYC 321); Comparative Animal
Behavior (PSYC 322)
PSYC 330 Series: Developmental Psychology (PSYC
(Developmental
330); Infant Development (PSYC
Psychology)
331); Early Experiences (PSYC
332); Adolescent Psychology
(PSYC 334)
PSYC 340 Series: Social Psychology (PSYC 340);
(Social Psychology) Social Judgment (PSYC 341);
Psych and Law (PSYC 342);
Organizational Behavior (PSYC
343)
PSYC 350 Series: Psychopathology (PSYC 350);
(Clinical Applications) Personality/Treatment
(PSYC 351); Tests/Measurement
(PSYC 352); Child and Adolescent
Psychopathology (PSYC 353)
• * All majors must take either PSYC 320 or 321.
• Two RATS courses from two of the following:
Cognitive Science (RATS 318/319); Psychobiology
(RATS 329); Developmental (RATS 339); Social
(RATS 349); Clinical Applications (RATS 359).
• Any two upper-level elective courses (300/400
courses); only one internship or field study will count
toward the major.
Emphases in Cognitive Science, Psychobiology,
Developmental Psychology, Social Psychology, and
Clinical Applications can be obtained by taking three
courses in a single categorical series.
Psychology (PSYC) Courses
114 – Animal Mind – This course is designed to introduce you to the field of cognitive ethology. Cognitive
ethology is the study of animal mind in natural settings.
We will contrast the position of the cognitive ethologists
with that of the behaviorists. Although behaviorism no
longer has a strangle hold on psychological theory, the
behaviorist paradigm still has a significant effect on
experimental psychology. Attributing mind to animals
is a controversial step. After examining the positions
within psychology, we will then examine the nonscientific descriptions of animal mind – animal psychics,
writers of dog self-help literature and animal rights
activists all have opinions on animal thought. These
conflicting literatures will allow you to further develop
your critical thinking skills as we investigate and debunk
some of the notions prevalent in popular literature.
Offered alternate years. Three hours. Ms. Hughes.
120 – Children, Youth, Families, and Society – This
course will utilize a developmental perspective to examine various issues involving children, youth, and their
families in society (e.g., media influences, child care,
child abuse, effects of poverty). Children both influence
and are affected by the social contexts in which they
develop, and we will explore some of these complex,
multidirectional effects in depth. This course will
emphasize the application and real-world examples of
how research and theory in child development are used
to affect children, youth, and families. Partially satisfies
the Area of Knowledge requirement in the Social
Sciences. Three hours. Ms. Parker.
125 – Psychobiology of Stress – Although the term
“stress” was only introduced to our culture a mere half
century ago, most would agree that it has always been a
part of our existence. Currently stress seems to be a central component of our lives and our psychological and
physical well-being. As we explore this concept, the following topics will be considered: The evolution of the
complex stress response in mammals; the toxicity of the
chronic stress response to our health; effective ways to
cope with and manage the stress in our lives; laboratory
and field scientific techniques used to contribute to the scientific stress literature. Supplemental texts, videos, writing exercises (i.e., stressographies) will be used to augment lectures and discussions in the classroom. Partially
satisfies the Area of Knowledge requirement in the Social
Sciences. Three hours. Ms. Lambert, Ms. Franssen.
130 – Psychology of Persuasive Presentations – We
will examine the aspects that comprise a persuasive presentation. We will explore the psychological implications of listener perception and those variables that are
under a speaker’s control. Additionally, we will explore
the cognitive elements involved in visual perception and
explore the effective and ineffective use of graphic elements in a presentation. Students will complete a variety of assignments that will directly improve their pre-
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Psychology
we find to address the broader question of universals and
particulars in human behavior. Same as BLST 160.
Satisfies the Cross-Area requirement for Experiential
(Travel) and nonwestern. Partially satisfies the Area of
Knowledge requirement in the Social Sciences. Offered
alternate years. Three hours. Ms. Hughes.
162 – African American Psychology – This course
explores the ways in which African culture, worldview,
religion, and philosophy have informed African
American culture. Psychologists are interested in understanding the thought and behavior of humans. Recently
we as a field have come to understand that our assumptions about the universality of many forms of human
thought and behavior have been at fault. This has resulted in a new emphasis on cross-cultural psychology and
an investigation of the ways in which culture and ethnicity shape our thought and behavior. The format of the
course will include lecture, class discussion, and active
learning exercises. Three hours. Ms. Hughes.
175 – Psychology of Prejudice and Stereotyping –
This course explores the psychology of prejudice and
stereotyping with a special, but not exclusive, emphasis
on issues concerning race. Topics such as modern forms
of prejudice and discrimination, how and why these attitudes and beliefs are formed, strategies for reducing discrimination, and issues of special relevance to college
campuses will be covered. A diverse set of readings will
include work from several disciplines with a special
emphasis on social psychological research and theory.
Films, short stories, and essays will also be used to
investigate expressions and consequences of prejudice.
Fulfills the Cross-area Requirement: nonwestern.
Partially satisfies the Area of Knowledge requirement in
the Social Sciences. Offered alternate years. Three
hours. Ms. Klaaren.
180 – Prejudice, Privilege, and Social Transformations in South Africa –Co-taught by a professor of psychology and a professor of sociology, this course studies
race issues, prejudice, and discrimination, especially in
the South African context. Special emphasis will be
placed on learning about the privileges or advantages
that come with being white in both American and South
African society. South Africa provides an ideal learning
environment for students interested in studying race
issues because the last decade has marked truly miraculous change in the “rainbow nation.” It has gone from
being a nation steeped in struggle, revolt, and oppression
to one currently negotiating a difficult, yet truly remarkable, transition to democracy. Much can be learned
about the nature of oppression in historical, political,
legal, economic, social, and psychological context by
studying in and about South Africa during this remarkable period of transition. This is an exclusive travel
course. Students will spend approximately two weeks in
Johannesburg, South Africa, and surrounding areas.
Prerequisites: None, but students must also enroll in
SOCI 270. Satisfies the Cross-Area requirements for
sentation skills, culminating in final projects that they
will present to the class. Partially satisfies the Area of
Knowledge requirement in the Social Sciences. Offered
alternate years. Three hours. Staff.
140 – Psychology of Illusion – This course explores
several domains of psychology through the lens of illusion. Beginning with illusions of perception, we will
continue to others such as illusions of memory, mood,
conscious will, cognitive development, and judgement.
By investigating how our mind gets things wrong, we
will discover ways in which our psychological processes normally work. A central theme that emerges through
this integrative approach is that illusions are often sideeffects of our remarkably adaptive mind. Offered every
year. Three hours. Mr. Riener.
145 – Health Psychology – This course focuses on the
relationship and interaction of the mind and body. That
is, how psychological functioning relates to illness and
disease; treatment and outcome; and recovery and cure.
In addition, the student will be introduced to the impact
of age, gender, and ethnicity on the availability of, use of
and access to health care. The relationship of stress and
life-style on the immune system, wellness and disease
will be discussed. The psychological and physical interaction of some of today’s major health issues such as
eating, smoking, drinking, cancer, and heart attacks are
presented with a discussion of treatment and outcome.
Lastly, life-time accommodation to minor and major
chronic illness/disease based on psychological adjustment is reviewed. Other topics include: response to terminal illness, adjustment to trauma, and the current
industrialization of health care. Partially satisfies the
Area of Knowledge requirement in the Social Sciences.
Three hours. Mr. Resnick.
150 – Everyday Memory – This course will examine
the psychological study of memory phenomena.
Although this course will provide an overview of traditional memory theory, emphasis will be placed on everyday memory phenomena. Topics discussed will include
the development of memory, remembering to perform
tasks, and the use of mnemonics. In addition to learning
about existing research, students will have the opportunity to explore the workings of their own memories.
Partially satisfies the Area of Knowledge requirement in
the Social Sciences. Offered alternate years. Three
hours. Ms. Hughes.
160 – Culture and Psychology: An African
Perspective – The purpose of this course is to provide
an opportunity for you to learn about the theories and
methodologies of cross-cultural psychology, and to
become familiar with the people and culture of Ghana.
As part of the experience we will explore the ways in
which culture affects our beliefs and behaviors. The format of the course will include lectures, discussions, and
trips to a variety of locations including museums, markets
and theaters. We will use the differences and similarities
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312 – Sensation and Perception – An introductory survey of the human senses (auditory, gustatory, tactile,
olfactory, and visual) and their role in perception. We
will consider how we sense the physical environment
and what factors influence our perception of it. Our perception of the world is not a literal recording of sensory
stimuli in the environment. Rather it is the result of the
brain’s interpretation of sensory events that depends on
several factors, including the individual’s prior experiences. Through lecture, discussion, and classroom
demonstration we will consider the major theories and
phenomena of perception. We will approach perception
from a variety of perspectives to include: anatomical,
environmental, physiological, and psychological factors.
Three hours. Mr. Riener.
313 – Human Learning – An examination of the basic
principles of conditioning and learning, their educational and therapeutic applications, and their philosophical
implications. Topics to be covered include habituation,
classical conditioning, operant conditioning, stimulus
control, cognitive learning, behavior modification, biological constraints on learning, and the philosophy of
radical behaviorism. Prerequisites: PSYC 200 and 201
(Research Methods). Not open to those who have previously taken PSYC 290. Offered alternate years. Three
hours. Staff.
315 – Cognition and Culture – The purpose of this
course is to provide an opportunity for students to
explore the field of cognitive psychology and to understand the impact that culture has on cognitive processing. As we explore this relationship between cognition
and culture, we will also address the nature/nurture
question. How much of our cognition is uniquely
human and thus part of our genetic endowment? How
much of our cognition is based on our experiences? In
addition to exposing students to new content areas, this
course also provides an opportunity for students to exercise their critical thinking skills as we examine the conflict between traditional psychological theories and
more recent cultural approaches. Prerequisites: PSYC
200 and 201 (Research Methods). Offered alternate
years. Three hours. Ms. Hughes.
318, 329, 339, 349, 359 – Research Applications and
Theoretical Systems – Once students have gained fundamental information in a designated course, they will
continue with advanced theoretical and empirical study
by gaining research experience in that specific content
area. Students will consult the scientific literature and
subsequently write an informed original research proposal. After receiving feedback from class discussions
and assignments, students will conduct the proposed
research project. Following data collection and analysis,
reports will be written and presented to the class. Three
hours. Prerequisites: PSYC 200 and 201 (Research
Methods) are required for all RATS courses. Additional
prerequisites are:
Experiential (Travel) and nonwestern. Partially satisfies
the Area of Knowledge requirement in the Social
Sciences. Offered alternate years. Three hours. Ms.
Klaaren.
200 – General Psychology – A rigorous survey course
designed to provide prospective majors or minors with
appropriate preparation for further study in the psychology department. This course provides an introduction to
psychological theory, methodology, and research findings. Additional topics include: biological psychology,
sensation and perception, motivation, learning, cognition, language, development, social psychology, personality, and psychopathology. This course is required for all
courses in the department above the 100 level. Partially
satisfies the Area of Knowledge requirement in the
Social Sciences. Four hours. Ms. Klaaren, Mr. Riener.
201 – Research Methods in Psychology – This is an
intensive course designed to help the student develop a
firm foundation in research methods and statistical
analysis. It provides a broad conceptual framework and
a set of skills that together support critical thinking in
upper-level psychology courses. The course covers a
range of methodological approaches (e.g., experimentation, systematic observation, and survey) and statistical
procedures (e.g., chi square, correlation, t-tests, and
analysis of variance) common in psychology. It includes
substantial laboratory, computer, and writing components. This course should be taken as the second course
in the department for all students planning to major in
psychology. Fulfills the Cross Area Requirement:
Research and computer. Prerequisite: C- or better in
PSYC 200. Not open to those who have previously
taken PSYC 300. Four hours. Ms. Hughes, Ms. Klaaren
and Ms. Parker.
202 – Psychology Major: Success Strategies - This
course helps students become familiar with the current
scope of the field of psychology as well as related fields.
The course is designed to help students plan their academic experience so that they can successfully pursue the
career of their choice. Ethics and contemporary issues
that are central to the field will be examined, as well as
the information, skills and strategies necessary for successful entry into the work force and graduate school.
Not open to those who have previously taken PSYC
201. Prerequisite: PSYC 200. One hour. Staff.
310 – Cognitive Psychology – This course focuses on
the acquisition, storage, retrieval, and use of knowledge
and provides research experience related to these areas.
Specific topics addressed include: perception, attention,
memory, concept formation, problem-solving, language,
and judgement. Emphasis will be placed on understanding research and theory, but attention also will be given
to practical implications. Prerequisites: PSYC 200 and
201 (Research Methods). Not open to those who have
previously taken PSYC 373. Three hours. Ms. Hughes.
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Psychology
• PSYC 310 for Cognitive RATS (PSYC 318). Ms.
Hughes. PSYC 312 for Sensation and Perception
RATS (PSYC 319). Mr. Riener.
• PSYC 320 or 321 for Psychobiology RATS (PSYC
329). Ms. Lambert.
• PSYC 330 for Developmental RATS (PSYC 339).
Ms. Parker.
• PSYC 340 for Social RATS (PSYC 349). Ms.
Klaaren.
• PSYC 350 for Clinical Applications RATS (PSYC
359). Mr. Resnick.
320 – Behavioral Neuroscience – A course designed to
promote understanding of the neurobiological foundations of behavior. The biological components of certain
aspects of behavior (e.g., sensation, perception, motivation, learning, emotion, consciousness, disorders of
mood, and activity) will be discussed. Lectures and
demonstrations will help students understand the methods and theories that physiological psychologists
employ in their efforts to integrate biological and psychological aspects of behavior. Prerequisites: PSYC 200
and 201 (Research Methods). Not open to those who
have previously taken PSYC 333. Three hours. Ms.
Lambert.
Prerequisites: PSYC 200 and 201 (Research Methods).
Not open to those who have previously taken PSYC
343. Three hours. Ms. Parker.
331 – Infant Development – This course is designed to
introduce students to the infancy period, specifically
perceptual, motor, emotional, social, and cognitive
development during the first two years of life. The
course will integrate this study with an examination of
the developing infant in his or her social and physical
environment. Lecture, coursework, and discussion will
focus on both the formal study of infants as a valid scientific discipline and practical knowledge of the infancy
period. Prerequisites: PYSC 200 and 201 (Research
Methods). Three hours. Ms. Parker.
332 – Early Experience and Brain and Behavioral
Development – This course will address questions of
how the experiences of infancy and early childhood are
incorporated into the developing brain, and how, in turn,
those changes in the structures of the brain influence
behavior. Through the study of child development
research, as well as research involving primate, rodent,
and bird models, this course will explore how knowledge of brain development can guide us in our understanding of behavioral development and vice versa.
Lecture and coursework will focus on sensitive periods
and neural plasticity, the phenomena whereby (a) the
brain is negatively affected if certain experiences fail to
occur within a certain time period, and (b) the brain is
altered by experience at virtually any point in the life
span. During the course, we will consider not only how
experience is incorporated into the brain, but also how
this knowledge can influence the decisions society
makes about intervening in the lives of children.
Prerequisites: PSYC 200 and 201 (Research Methods).
Three hours. Ms. Parker.
334 – Adolescent Psychology – This course is designed
to acquaint students with specific theories, concepts, and
methods related to the period of adolescence. Students
will explore a wide range of topics including: cognitive
development, moral development, identity formation,
gender role, social relationships, and the effects of culture on adolescent development. Prerequisites: PSYC
200 and 201 (Research Methods). Not open to those
who have previously taken PSYC 245. Offered alternate
years. Three hours. Ms. Hughes.
340 – Social Psychology – An investigation of the
diversity, complexity, and causes of human social
behavior combined with integrated research experience
in this area. Social psychology is the study of personal
and contextual factors that influence individual and collective behavior. Topics discussed include: attribution
theory, attitudes and attitude change, attraction, aggression, leadership, gender roles, and group processes.
Prerequisites: PSYC 200 and 201 (Research Methods).
Not open to those who have previously taken PSYC
323. Three hours. Ms. Klaaren.
321 – Clinical Neuroscience – This course is an introduction to the neurobiology of mental disorders such as
depression and schizophrenia. Additional topics include:
psychonecroimmunology, stress and coping, nervous
system repair/recovery, and the therapeutic potential for
self-directed neuroplasticity. Class consists of lectures,
student presentations, videos, and round table discussion
of readings. Counts on the major/minor in psychology.
Prerequisites: PSYC 200 and 201 (Research Methods).
Not open to those who have previously taken PSYC
335. Three hours. Ms. Lambert.
322 – Comparative Animal Behavior – This course
investigates general concepts and principles of animal
behavior. Topics such as social behavior, reproduction,
communication, and learning will be discussed. An
emphasis will be placed on the development, mechanisms, evolutionary history, and function of each behavior as it is being studied. Students will learn observational and descriptive techniques used in animal behavior research. Prerequisites: PSYC 200 and 201
(Research Methods). Not open to those who have previously taken PSYC 195. Offered alternate years. Three
hours. Ms. Lambert.
330 – Developmental Psychology – A study of physical, cognitive, emotional, and social development and
research experience related to these areas. This course
focuses on developmental issues and research relevant
to infancy, preschool years, and middle childhood.
Throughout, development as a process of structural
change leading to emergence of novelty is considered in
light of theory, research, and practical application.
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341 – Psychology of Social Judgment – This course
explores how people make judgments about themselves,
others, and a wide variety of events. Emphasis will be
placed on how we form these judgments as well as how we
make predictions, explain behavior, and decide between
options. Additional topics include: impression formation,
self-presentation, group stereotyping, views of the self,
nonconscious processes, and the interplay between affect
and cognition. This course will focus on many biases and
errors in our thinking and discuss ways in which these biases are adaptive or maladaptive. Ways to improve our judgments and decisions also will be discussed. Students will
have a chance to explore the processes involved in many
judgments and decisions they make on a daily basis.
Prerequisites: PSYC 200 and 201 (Research Methods). Not
open to those who have previously taken PSYC 170.
Offered alternate years. Three hours. Ms. Klaaren.
342 – Psychology and Legal Issues – This course is a
study of the interface between psychology and the law.
Psychological aspects of legal issues will be discussed
from theoretical, empirical, and applied perspectives,
along with an overview of legal procedures. Research
and theory from social psychology, cognitive psychology, law, and forensic psychology will be explored.
Topics include, but are not limited to, how lawyers and
psychologists are trained, the role of social science
research in the legal system, the psychology of juries
(selection, deliberation, and decision-making), trial and
courtroom proceedings, eyewitness testimony, the
insanity defense, conceptions of justice, the death penalty, police interrogations, and the psychology of law
enforcement and sentencing. Prerequisites: PSYC 200
and 201 (Research Methods). Not open to those who
have previously taken PSYC 325. Offered alternate
years. Three hours. Ms. Klaaren.
terning necessary for building lasting peace. Topics to
be covered include militarism, concepts of peace and
war, nationalism, the war system, the nuclear threat,
human rights, international organization, disarmament,
common security, and nonviolence. Prerequisites: PSYC
200 and 201 (Research Methods). Not open to those
who have previously taken PSYC 327. Offered every
three years. Three hours. Mr. Wessells.
350 – Psychopathology – This course is an overview of
mental and emotional disorders found in adults. The
impact and interaction of biological, psychological, and
environmental causes will be examined. Issues of gender, race, and culture will also be discussed and evaluated along with the recent research in pharmacological
and psychological treatments. The insanity defense,
right to treatment, and involuntary commitment will be
reviewed. Prerequisites: PSYC 200 and 201 (Research
Methods). Not open to those who have previously taken
PSYC 353. Three hours. Mr. Resnick.
351 – Theories of Personality and Treatment – This
course is designed to expose students to a comparative
analysis of the major theories of personality. Structural
and conceptual differences will be emphasized as theorists view personality development differently. After
each personality theory is reviewed, psychological treatment based on that theory will be examined in depth,
including comparative outcome and effectiveness
research. Prerequisites: PSYC 200 and 201 (Research
Methods). Not open to those who have previously taken
PSYC 363. Three hours. Mr. Resnick.
352 – Psychological Tests and Assessment – This is a
survey course of psychological tests and assessment procedures through the life span. The goal of the course is
to provide an integrated experience with the principles
of psychological testing, including their use, and misuse.
Specifically, this class will examine (1) how tests are
constructed and interpreted, (2) how race, gender, ethnicity, and age affect test performance and outcome.
Class format consists of lectures, student discussions,
and “hands-on” experience with psychological tests.
Prerequisites: PSYC 200 and 201 (Research Methods).
Not open to those who have previously taken PSYC
375. Three hours. Mr. Resnick.
343 – Organizational Psychology – This course applies
psychological theories and research methodologies to
industrial settings. Emphasis will be placed on viewing
the organization as a social phenomenon. Specific topic
areas include industrial testing, personnel training, job
satisfaction, decision-making, work motivation, leader
performance, and group dynamics. Same as BUSN 313.
Prerequisite: PSYC 200 and 201 (Research Methods), or
BUSN 213. Not open to those who have previously
taken PSYC 285. Three hours. Mr. Showalter.
344 – Peace, War and Culture – The end of the Cold
War and the increase in global interdependence create
new opportunities for peacemaking that were unimaginable even a decade ago. Yet many nations and regions
remain trapped in old institutions and systems of belief
and action which nourish war and militaristic values.
This course examines the institutional structures and
practices and the cultural patterns of behavior, belief,
perception, and values that support international violence and the war system. It also challenges students to
think critically and creatively about the cultural repat-
353 – Child and Adolescent Psychopathology – This
course provides an overview of deviance in normal psychological growth and development as influenced by an
interaction of heredity, experience, and familial and
social environments. Theory and research as related to
diagnoses, treatment, and outcome of psychological disorders prevalent among children and adolescents are the
focus of this course. Other topics considered include
social and legal issues, and influences of gender and ethnicity as applied to this topic. Prerequisites: PSYC 200
and 201. Counts on the major/minor in psychology.
Three hours. Mr. Resnick.
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380 – Supplement to Travel – This course is a supplement to PSYC 100-level January term travel courses and
is only open to psychology majors. It is intended to allow
majors the opportunity to enhance their psychology major
experience through travel. In additional to fulfilling the
requirements of the 100-level “parent course,”
students will be responsible for completing additional
readings of primary research relevant to the course topic
and writing a research proposal building on course material. Prerequisites: PSYC 200 and 201. Three hours. Staff.
themselves, their instructor, and their site supervisor.
Prerequisites: six hours of upper level psychology and
permission of instructor. Open to juniors and seniors
only. Application required; see Internship Program.
Three hours. Mr. Resnick.
456 – Internship in Psychology – This course may be
taken by students who have completed PSYC 455. It can
be a completely new experience in a setting different
from the 455 experience or it may be taken in the same
setting as 455 was if the student will be assuming new
responsibilities. Prerequisite: PSYC 455. Application
required; see Internship Program. Three hours. Mr.
Resnick.
381-382 –Special Topics in Psychology – Designed to
meet the needs and interests of advanced students of
psychology and related majors. Topics vary but will be
an intensive study of an area of psychology not available
in other departmental offerings. Prerequisites: PSYC
200 and 201 (Research Methods), and junior status.
Three hours each. Staff.
491-492 – Senior Independent Study – An independent study under the guidance of a member of the
department. At least a 3.25 cumulative quality point
ratio and approval by the curriculum committee are
required. Prerequisite: PSYC 200 and 201 (Research
Methods), senior status. Three hours each. Staff.
391-392 – Junior Independent Study – An independent study under the guidance of a member of the
department. At least a 3.25 cumulative GPA and
approval by the curriculum committee are required.
Prerequisites: PSYC 200 and 201 (Research Methods),
and junior status. Three hours each. Staff.
496-498 – Senior Project – Senior majors may with
departmental approval undertake a substantial research
project in some area of psychology. Prerequisite: PSYC
200 and 201 (Research Methods), senior status. Six
hours. Staff.
433 – Systems and Contemporary Theories in
Psychology – A required capstone course for senior psychology majors designed to encourage integration of
theories, events, and people in the development of contemporary psychological theory and practice. Seminar
format that requires active student participation and student projects. Prerequisites: Senior status, PSYC 200
and 201 (Research Methods) and two 300-level psychology courses. Fulfills the Cross Area Requirements;
Western course. Four hours. Ms. Hughes, Mr. Riener.
Religious Studies
Assistant Professor Breitenberg, Chair; Associate
Professor Ross; Visiting Assistant Professor Brown;
Instructor Headrick.
The phenomenon of religion is a universal dimension of human life and culture. Belief in a transcendent
dimension of life has inspired drama, dance, painting,
poetry, and rituals involved in birth, initiation into adulthood, marriage, and death. Humankind’s values, history,
cultures, morals, hopes, fears, and worldviews would be
incomprehensible without an understanding of the religious systems and symbols underlying them. It is, therefore, essential that a well-educated person be exposed to
the study of religion. Further, according to our college’s
mission statement, “The purpose of a Randolph-Macon
education is to develop the mind and the character of its
students. They are challenged to communicate effectively, to think analytically and critically, to experience and
appreciate the creative process, to develop qualities of
leadership, and to synthesize what they know with who
they are.” Through the academic discipline of religious
studies, the student confronts religion in all its complexity and diversity. Through this involved and involving
study, the student develops critical and analytical skills.
Moreover, the study of religion challenges the student to strive for humanity’s highest moral and ethical
ideals, and nourishes the uniquely human resources of
creativity and imagination. In this way, religious studies
uniquely enables students to synthesize what they learn
with who they are, and who they ought to become. The
450 – Directed Field Studies in Psychology – This
course provides an opportunity for interested students to
gain practical experience with the application of psychological principles and techniques to actual situations
through field placement with an appropriate community
agency. Prerequisite: Six hours of upper level psychology
and permission of instructor. Interested students must meet
with the department chair and then submit a proposal for
field study placement and anticipated goals at the time of
pre-registration for the course. Three hours. Mr. Resnick.
451 – Directed Field Studies in Psychology – This
course may be taken by students who have completed
PSYC 450. It can be a completely new experience in a
setting different from the 450 experience or it may be
taken in the same setting as 450 was if the student will be
assuming new responsibilities. Prerequisite: PSYC 450.
As in PSYC 450, a proposal for each field study is due at
the time of pre-registration. Three hours. Mr. Resnick.
455 – Internship in Psychology – Open to qualified
students who seek an immersion experience in a setting
consistent with their goals, preparation, and interests.
Students are expected to complete goals agreed upon by
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study of religion is, therefore, an integral part of the liberal arts curriculum at Randolph-Macon College.
A major program consists of 31 semester hours of
work in religious studies or related subjects. RELS 205
and RELS 401 are required, at least 22 hours must be
taken in the department, and at least six hours must be
taken in each of the three areas of emphasis. RELS 205
should be taken in a student’s first or second year. RELS
401 must be taken in the spring of a student’s senior year.
However, religious studies majors who are minoring in
Education may take RELS 401 in the spring of their junior
year. An exit interview with department faculty is required
of all majors in the spring semester of the senior year.
A minor program consists of 15 semester hours of
work in the department. RELS 205 is required. The
remaining 12 semester hours must come from courses
taken in at least two of the three areas of emphasis.
1.
2.
3.
required to tape) and diagramming of sentences from the
Hebrew Bible. The premise of the course is that grammatical and literary analyses of the Hebrew texts are
facilitated and complemented by writing Hebrew and
that learning the language requires vocalization. The primary objective of the course is textual, grammatical, and
literary criticism of the Hebrew Bible. Area One: Biblical
Studies. This course counts toward the RELS major and
minor. Also, it fulfills one AOK requirement in Religious
Studies/Philosophy. Prerequisite: RELS 111. Offered
evey other year. Three hours. Mr. Ross.
205 – Introduction to Religion – An inquiry into the
nature of religious experience and expression. Themes
to be considered include interpretations of the term “religion,” theories of the origin of religion, myth and ritual,
religious language, religious communities, religion and
society. Three hours. Staff.
211 – Old Testament History and Literature – A survey of the Old Testament documents in which attention
is given to the theories of critical scholarship concerning
such major problems in Old Testament studies as the origins of the literature, the historical development of the
Old Testament community which produced the literature,
and the significance of those writings in their own times.
Area One: Biblical Studies. Three hours. Mr. Ross.
212 – New Testament History and Literature – An
introductory survey of the literature of the early Christian
church contained in the New Testament, utilizing current
critical scholarship concerning such questions as the historical-cultural contexts in which the New Testament
emerged, the content of the various New Testament documents, their meaning within their own time, and the
kinds of religious questions addressed in the New
Testament. Area One: Biblical Studies. Three hours. Staff.
221 – World Religions: Indian, Buddhist, Chinese,
Japanese – An examination of the history, beliefs, and
practices of living religions of the world: Hinduism,
Buddhism, Taoism, Confucianism, Shinto, and Jainism.
Consideration will be given to the variety of answers
offered to life’s questions, and to the present encounter of
world religions. Both primary and secondary sources will
be used in learning the basic vocabulary, critical problems,
and current state of each of the religions studied. Area
Two: The World’s Religious Traditions. Three hours. Staff.
222 – World Religions: Judaic, Christian, Islamic –
An examination of the history, literature, beliefs, and
practices of living religions of the world: Judaism,
Christianity, Islam, Zoroastrianism, and Bahai.
Consideration will be given to the variety of answers
offered to life’s basic questions, and to the present
encounter of world religions. Both primary and secondary sources will be used in learning the basic vocabulary, critical problems, and current state of each of the
religions studied. Area Two: The World’s Religious
Traditions. Offered every three years. Three hours. Staff.
Biblical Studies Emphasis:
RELS 111, 112, 211, 212, 311, 321, 322, 323, 362,
404.
The World’s Religious Traditions Emphasis:
RELS 221, 222, 225, 227, 229, 240, 243, 245, 335, 336.
Religion and Culture Emphasis:
RELS 235, 237, 251, 271, 275, 343, 352, 375, 384.
Courses for which no area is specified:
RELS 205, 401, 450, 481-482, 487-488, 491-492,
496-498.
Religious Studies (RELS) Courses
111 – Biblical Hebrew – This course is a formal introduction to the basic rules and principles of Biblical
Hebrew that is designed to facilitate critical reading of
the Hebrew Bible. Emphases will be placed upon recognition and translation, employing a controlled vocabulary that consists of the most common Hebrew words
and forms. Every class session will entail oral reading
(some of which students will be required to tape) and
writing exercises from the primary (i.e., Hebrew Bible)
and/or resource (i.e., grammar book) texts. The premise
of the course is that grammatical and literary analyses of
the Hebrew texts are facilitated and complemented by
writing Hebrew, including translating Hebrew into
English, and that learning the language requires vocalization. Area One: Biblical Studies. This course counts
toward the RELS major and minor; however it does not
count toward the AOK requirement. Prerequisite: none.
Offered every other year. Three hours. Mr. Ross.
112 – Biblical Hebrew – This course is the sequel to
RELS 111 and is designed to focus upon the principles of
syntax and to further reading skills. Students will apply
the rules and principles of Biblical Hebrew and thereby
employ grammatical insights in reading and analyzing
selected passages from the Hebrew Bible. This analysis
will entail oral reading (some of which students will be
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225 – Buddhism: History, Teachings, Practice – This
course provides a thorough introduction to the diverse
worlds of Buddhism. Through an exploration of the life
and teachings of its founder, as well as the historic and
religious context of India out of which the tradition
emerges, students will gain an understanding of
Buddhism’s fundamental claims and practices. By studying the spread of Buddhism into East and Southeast Asia
and how these cultures shaped their own unique forms of
the tradition, students will obtain an appreciation for the
tremendous impact this religion has had in countries such
as China, Korea, Japan, Tibet, Sri Lanka, and Myanmar.
Finally, the course will examine the arrival of Buddhism
in America and the growing influence it is exerting on the
American religious imagination. Area Two: The World’s
Religious Traditions. Offered every two or three years.
Three hours. Mr. Brown.
227 – Islam – This course is an introduction to and
overview of Islam, from its beginnings to the present.
The class examines the origins of Islam, the content and
significance of the Qur’an, the role of Muhammad and
the primary beliefs and practices of Muslims throughout
the centuries. Students will study the development and
expansion of Islam and its impact on politics, law, families, the arts and sciences, and other areas of society
around the world. Students will learn about various
groups within the Islamic tradition, such as Sunni, Shi’,
Sufi, and The Nation of Islam. They will examine the
relationship of Islam to other religions and the continuing importance of Islam throughout the world today.
Area Two: The World’s Religious Traditions. Offered
every two or three years. Three hours. Mr. Brown.
229 – Native American Religions – This course will
introduce students to the diverse religious traditions of
the Native Americans. First, students will explore the
variety of tribal traditions and their religious ties to the
landscape. Second, the course will examine the importance of Christianity across the Native American traditions. Third, it will study the formation of new religious
movements that extend beyond tribal ties. Finally, students will look at recent attempts by Native people to
create a pan-Native American religious identity or spirituality that is frequently posed as an alternative to modern, Western culture. Area Two: The World’s Religious
Traditions. Three hours. Mr. Brown.
235 – Religious Ethics – An introduction to religious
ethics, as both a field of study and a way of life. By
examining the ethics of major living world religions,
students will learn about the relationship between religious faith and practice and personal and social ethics.
We will study ways in which religious traditions and
faith communities, in different cultural and historical
contexts, affect moral action and decision making and
the relationship of these to specific and basic ethical
concerns of the human community. We will also investigate how major living religious traditions understand
and address specific ethical issues, such as war, eco-
nomics, marriage and families, and the environment.
Area Three: Religion and Culture. Three hours. Mr.
Breitenberg.
237 – Christian Ethics – This course examines how the
Christian tradition, past and present, understands and
teaches how Christians should live, what they should
and should not do, and the kinds of persons they should
be. We will study the development of Christian ethics
and consider similarities and differences between
Protestant and Catholic approaches. Persistent and contemporary moral issues and concerns will be
addressed—such as war and peace, terrorism, economics, the environment, globalization, capital punishment,
euthanasia, abortion, and cloning—along with various
Christian responses to them. Area Three: Religion and
Culture. Three hours. Mr. Breitenberg.
240 – Italy: Heritage of Christianity – This on-site
course is designed to acquaint students with the rich heritage of Christianity, focusing on selected sites of interest from the first century through the rise of the imperial church, medieval and renaissance periods, and modern Christianity. A major component of this focus will be
artistic and architectural treasures. Sites visited include
Venice, Florence, Assisi, and Rome. Area Two: The
World’s Religious Traditions. Offered every other year.
Three hours. Staff.
243 – Reformation and Counter Reformation – A
study of the leading persons, theologies, movements,
and communities of the Reformation and Counter
Reformation of the 16th and 17th centuries. We will
study their religious, social, cultural, artistic, and political contexts as well as the significant and enduring influence of the Reformation and Counter Reformation for
Europe and the West. We will also see how music was
an expression of and a means of spreading the
Reformation and Counter Reformation, or a target of
them, and study the role of music and the various forms
it took in different religious traditions of the period. The
class will travel to Germany, Switzerland, Austria, Italy,
and Hungary. Area Two: The World’s Religious
Traditions. Three hours. Mr. Breitenberg.
245 – Guatemala: The Quiche’ Mayan Indians
(Service Learning Travel Course) – Study of the religion, history, politics, and culture of Guatemala and the
Quiche’ Mayans in particular. Two weeks of course
work on campus in January and two weeks in Guatemala
for service projects, encounters with Mayans and visits
to cultural sites. No course prerequisites. Permission of
instructor required. Area Two: The World’s Religious
Traditions. Offered every other year. Three hours. Staff.
251 – Literature of the Holocaust – A study of the
impact of the Holocaust upon individuals and groups as
evidenced in writings, films, and works of art. The
course begins with a historical study, then examines various forms of Holocaust literature produced by survivors
of the Holocaust and by its perpetrators, victims,
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Religious Studies
322 – Life and Letters of Paul – A study of the Pauline
Epistles and current thought concerning the Apostle
Paul. Special attention is given to his contribution to the
development of Christian thought and its relevance to
our day. Students will be expected to familiarize themselves with the major problems of Pauline studies and
current scholarship regarding them. Prerequisite: RELS
211 or 212, or permission of instructor. Area One:
Biblical Studies. Speaking-intensive. Offered every two
or three years. Three hours. Staff.
323 – The Book of Revelation – This course will
approach Revelation as an example of the literary genre
“apocalypse.” Through comparison with other apocalyptic texts (especially Daniel), and with prophetic
materials from the Hebrew Bible, the student will gain
entrance into the intricate symbolic world of Revelation.
Consideration will be given to the likely social and historical context of the book, and to the light such information can cast upon the function of the work in its original setting. The focus of the course, however, will be
the close reading of the text itself. Prerequisite: RELS
211 or 212, or permission of instructor. Area One:
Biblical Studies. Speaking-intensive. Offered every
three years. Three hours. Mr. Ross.
335 – History of Christianity from the Early Church
to the Protestant Reformation – A survey of the development of the Christian Church from the second century to the beginning of the Protestant Reformation.
Particular attention will be given to theological controversies and Church Councils, the expansion of the
Church into the West in the early Middle Ages, the relationships between Western and Eastern Churches, the
Crusades, monasticism, and the influence of the
Renaissance. Area Two: The World’s Religious
Traditions. Offered every two to three years years. Three
hours. Staff.
336 – History of Christianity from the Protestant
Reformation to the Present – Attention will be given
to the rise and development of denominations, major
theologies, controversies, and trends. Topics explored
will also include the Counter Reformation, the Great
Awakening, conflicts between science and religion, fundamentalism, liberalism, ecumenism, and third world
developments. Area Two: The World’s Religious
Traditions. Offered every two to three years years. Three
hours. Staff.
352 – Religion and Literature – This course relates
major themes in the literary works of mostly 20th
Century European, American, Native American, African,
Middle Eastern, and South Asian authors with the concerns of religion. Emphasis will be placed upon how
these writers, in very different cultural and religious contexts, have struggled with the relevance and applicability
of traditional religious ideas and practices in the modern
world. Students will be expected to research assigned
topics and to conduct class discussions dealing with their
resisters, and bystanders. These works include eyewitness accounts, fiction, poetry, diaries, tales, oral histories, visual arts, music, and videos. We will also learn
from the work of Holocaust scholars. Throughout the
course we will give attention to religion’s role in the
Holocaust and ask about the Holocaust’s continuing significance for both personal and social ethics and religious faith and practice. Area Three: Religion and
Culture. Offered every two or three years. Three hours.
Mr. Breitenberg.
271 – Women and Religion – An examination of the
pertinent biblical texts and documents of the JudeoChristian tradition that relate to the issue of women and
religion. A careful inquiry will be made into the roots
and the range of the dominant model that has informed
Western culture with respect to this concern and alternative patterns of experience will be suggested. Particular
attention will be given to the formative role of language
in the shaping of attitudes. Prerequisite: permission of
instructor. Area Three: Religion and Culture. Not open
to freshmen. Offered every two or three years. Three
hours. Staff.
275 – Liberation Theology – An examination of the
development and expression of liberation theology
through the study of representative writings emerging
from current liberation movements (Black, feminist,
Latin American); theological and ethical resources on
which they draw; the delineation of unresolved problems such as the liberation of oppressors and viable
forms of political and social transformation.
Prerequisite: permission of instructor. Area Three:
Religion and Culture. Offered every three or four years.
Three hours. Staff.
311 – Prophecy in Ancient Israel – A study of the life
and message of the Old Testament prophets within their
historical context. Attention will be given to the sociopolitical dimensions of prophecy within ancient Israel
and Judah. Students are expected to become familiar
with the critical theories concerning the prophetic literature through a study of the scholarly literature.
Prerequisite: RELS 211 or permission of instructor. Area
One: Biblical Studies. Offered every three years. Three
hours. Mr. Ross.
321 – Life and Teaching of Jesus – In this course students will investigate such topics as the history of Jesusresearch since the eighteenth century, the sources of
information about Jesus, what one can know about the
life of Jesus of Nazareth, the “kingdom of God” teaching, the works of Jesus and their relationship to his ministry, and the ethical teaching of Jesus. The course is
conducted on a seminar basis in which each student is
expected to prepare papers for presentation and discussion in class. Prerequisite: RELS 212 or permission of
instructor. Area One: Biblical Studies. Offered every
two or three years. Three hours. Staff.
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Religious Studies, Sociology
Prerequisite: RELS 211 or RELS 212. Offered every
three years. Three hours. Mr. Ross.
450 – Internship – Students will have opportunity to gain
practical experience in the application of their learning in
Religious Studies to actual situations through a field placement with area churches, church-related agencies, and organizations whose concerns focus upon social/ethical/religious
issues. Area Three: Religion and Culture. Application
required; see Internship Program. Three hours. Staff.
481-482 – Special Topics – Designed to meet the needs
and interests of advanced students. Topics will vary but
may include an intensive study and interpretation of figures and movements in religion not covered in the general curriculum. Three hours each. Staff.
487-488 – Department Honors I and II. Three hours
each. Staff.
491-492 – Independent Study – An independent study
under the guidance of a member of the department. At
least a 3.25 cumulative GPA and approval by the curriculum committee are required. Three hours each. Staff.
496-498 – Senior Project – Senior majors may select an
area of religious studies in which they will undertake
intensive and independent research. Six hours. Staff.
research. Area Three: Religion and Culture. Offered
every two or three years. Three hours. Mr. Brown.
362 – The Johannine Literature – This course will
examine the Gospel and the Epistles of John as “congregational catechism.” Considering and appropriating data
from critical study of early Christian texts, students will
gain entrance into the internal affairs of the congregations that employed the Johannine literature as canons.
Consideration will be given to the likely social and historical contexts of these works and the light such information casts upon the function of these works in their
original settings. The focus of the course is the close
reading of the text itself while the goal is to understand
the Gospel and the Epistles of John as forms of communication, comprehending their rhetoric, articulating their
messages, and envisioning their contexts. Prerequisite:
RELS 211 or RELS 212. Area One: Biblical Studies.
Offered every three years. Three hours. Mr. Ross.
375 – Religion and Sexuality – An exploration of the
theological dimension of human sexuality and how differing faith perspectives understand issues in sexuality.
Concerns that face individuals and how these are framed
through religious experience will be examined. Issues
include the role of women in the church, AIDS, pornography, family life education, homosexuality, and abortion. Area Three: Religion and Culture. Offered every
two or three years. Three hours. Staff.
384 – Contemporary American Religion – A study of
religion in the United States from the mid-twentieth century to the present. We focus on continuities and changes
in mainline Protestantism and Catholicism, the lasting
significance of Judaism, the increasing importance of
Hinduism, Buddhism, and Islam, the flourishing of
indigenous religions, and the rise of New Religious
Movements. We also examine the interplay of religion
with politics, law, race, gender, science, social issues,
and American culture. Area Three: Religion and Culture.
Offered every two or three years. Three hours.
Mr. Breitenberg.
401 – Religious Studies Capstone – A culminating
experience in which a Religious Studies major integrates, extends, and applies knowledge and skills from
the student’s general education and major programs,
drawing especially on terms, concepts, and methods
associated with religious studies. Students will meet in
weekly seminars to analyze and discuss readings selected from the three areas of emphasis within the major.
Senior status or junior status with consent of department
chair. Open to religious studies minors with consent of
department chair. One hour. Staff.
404 – The Dead Sea Scrolls – A study of the scrolls discovered in the Judean wilderness and the continuing
debate concerning their interpretation and importance.
An effort will be made to determine their significance
for the study of the Old Testament, late Judaism, and
early Christianity. Area One: Biblical Studies.
Sociology
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Professor Gill, Chair; Associate Professors Bissler and
London; Assistant Professors Armenia, and Rodman;
Visiting Assistant Professor Dunkel.
Sociology and anthropology involve the systematic
study of social life and culture in order to understand the
causes and consequences of human action. Sociologists
and anthropologists study the structure and processes of
traditional cultures and modern, industrial societies in
both Western and nonwestern cultures. They examine
how culture, social structures (groups, organizations, and
communities) and social institutions (family, education,
religion, etc.) affect human attitudes, actions, and lifechances. Sociology and anthropology combine scientific
and humanistic perspectives in the study of society.
Drawing upon various theoretical perspectives,
sociologists and anthropologists study such areas as culture, socialization, deviance, inequality, health and illness, family patterns, social change and race, and ethnic
relations. Combining theoretical perspectives with
empirical research allows students an opportunity to
develop new insights and a different perspective on their
lives and to understand everyday social life as a combination of both stable patterns of interaction and ubiquitous sources of social change.
The sociology/anthropology curriculum prepares the
student for both academic and applied research careers in
sociology and anthropology. It offers an essential liberal
arts background for many careers and professions, including public service and administration, communications
and public relations, law, business, medicine, journalism,
Sociology
arts management, environmental science, and other professions. In addition to offering a major in sociology, the
department also offers a minor in sociology. Beyond the
department itself, the faculty are centrally involved in the
black studies, women's studies, environmental studies, and
international studies programs and all 200 level courses
count on the social science Area of Knowledge
Requirement.
Our aim is to provide students with communicative
and interpretative skills that will allow them to understand the meaning and consequences of human actions
and relationships in society. Students will learn to use
theoretical and methodological tools to analyze culture,
human behavior, and social institutions and to understand the relationship between individual biographies
and the functioning of institutions.
The theoretical and methodological courses in the
curriculum provide intensive instruction in the analytical integration and critical application of sociological
and anthropological theory and methodology. The theoretical courses provide an intensive examination of the
various sociological perspectives on human social
behavior and on the social systems we create. They
evaluate the different ways these perspectives gather and
use evidence to make inference about the world in which
we live. The department also offers extensive instruction and experience in research design and methodology
including courses in research methods, qualitative and
survey methodologies, social statistics, and computer
approaches in social research.
The department offers many other opportunities for
interested students to engage in research and practice
outside of the classroom. The field study and internship
programs provide opportunities for disciplined sociological exploration and application of the theoretical and
methodological principles learned in the classroom.
These programs encourage the student to explore careers
that they feel may interest them and give them valuable
experience that may help them gain employment after
college. Both courses are highly recommended for students planning to do graduate work.
The sociology major requires a minimum of 34
semester hours (10 courses) in sociology including core
category courses 200, 300 (political science double
majors may substitute PSCI 301), 301 and a capstone
course at the 400 level. Students are required to complete one course in statistics (MATH 111 or 113 or
another statistics course approved by the department),
with a grade of C- or better, as a prerequisite to SOCI
300. All 200 level courses partially fulfill the social science Area of Knowledge Requirement. Majors are
strongly advised to take SOCI 300 and 301 as soon as
possible in their program of study. Sociology courses are
divided into four area groupings: Regional and
Transnational; Structure and Inequality; Institutions,
Practices, and Change; and Social Order and Control.
Students must take at least one course within each group
(see below for specific courses within groups). Students
must also develop a concentration by taking at least
three courses in one particular area grouping and must
take at least three courses above the 300 level beyond
the core, one of which must be a 400 level course.
Students planning to minor in sociology must
obtain departmental approval. The sociology minor
requires a minimum of 21 hours (6 courses) in sociology including core category courses 200, 300 (political
science double majors may substitute PSCI 301), and
301. MATH 111, 113 or another statistics course
approved by the department is a prerequisite to SCCI
300. Students must also complete a course in at least 2
area groupings (see below), one of which must be at
least a 300 level beyond the core courses.
The grade point average of the sociology coursework comprising the major or the minor, including the
required statistics course, must be no less than 2.00 with
no course grade below C-.
Major and Minor Area Groupings:
Core: Majors/Minors take all of the following:
SOCI 200, 300, 301; Majors must also take a 400 level
course to fulfill the capstone core requirement.
• Group I (Regional and Transnational): SOCI 215,
230, 260, 331, 381; ICHH 390; Designated FYC and
Honors courses; Transfer courses 031 of 041 designations.
• Group II (Structure and Inequality): SOCI 202
(WMST 202), SOCI 212, 217, 225 (BLST 101), 241,
340, 382, WMST 101, SOCI 3440, ICHH 360;
Designated FYC and Honors courses; Transfer
courses 032 of 042 designations.
• Group III (Institutions, Practices, and Change):
SOCI 210, 219, 227, 228, 260, 320, 383, 430, 440;
Designated FYC and Honors courses; Transfer
courses 033 of 043 designations.
• Group IV (Social Order and Control): SOCI 224,
270, 322, 384, 410, 420; Designated FYC and
Honors courses; Transfer courses 034 of 044 designations.
Sociology (SOCI) Courses
200 - Foundations of Sociology – A rigorous teamtaught survey course designed to provide prospective
majors or minors with appropriate preparation for further study in sociology and anthropology. This course
provides an introduction to sociological and anthropological theory, methodology, and research findings.
Topics covered may include: methods of social research,
cultural anthropology, structure and inequality, criminology and social control, and medical sociology/anthropology. This course is required for most courses in the department above the 200 level. Not open to
students who have passed SOCI 211. Four hours. Staff.
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Sociology
224 – Deviant Behavior and Social Control – This
course studies behavior that violates norms (e.g., crime,
delinquency, drug addition, or suicide) and mechanisms
of social control (e.g., law enforcement, courts, prison,
and probation) and implications of these for social policy. Offered alternate years. Three hours. Ms. Bissler.
225 – Introduction to African-American Studies –
This course examines African-American studies as an
interdisciplinary academic area. For this reason, the
course analyzes the sociology, psychology, politics, economics, history, and culture of African-Americans from
historical, contemporary, national, and international perspectives. In studying African-Americans from perspectives, the student will better understand the internal
dynamics of minority group life in the United States; in
addition, the student will better understand the impact of
African-Americans on the larger dominant culture as
well as the reverse, the impact of the larger culture on
African-Americans. Interracial, interethnic, as well as
interclass issues will be examined. Same as BLST 201.
Three hours. Staff.
227 – Introduction to Disability Studies – This course
take an interdisciplinary approach to examining the field
of disability studies, and develops specific skills and
tools vital to the student who would read, research, or
write in the field, and ultimately grapple with the most
important issues. The major strands in the course will
include seminal readings within the discipline of disability studies, identification of the most complex and
unresolved issues in the field, familiarity with both the
qualitative and quantitative methodologies that sociologists and other researchers use to study disability issues,
and the development and refinement of an intellectual
sensitivity to the uniquely unstable identity associated
with disability. Studies will look at disability from a
variety of vantage points, ranging from the broader
impact of disability on the social otherness to the individual and specific experiences of disability-related stigma and discrimination. Offered alternative semesters.
Three hours. Mr. Trammell.
228 – Disabilities in America - Disabilities in America
will survey the evolution of disability rights in America
within the context of historical events, social perceptions, sociological theory, and educational issues. The
primary focus will be on the modern American
Disability Rights Movement (1960-present). There are
currently more than 70 million Americans with disabilities, or roughly one in every six people, and President
Bush recently signed the ADA Amendments Act of 2008
to revitalize the effort to address some of the barriers
facing those with disabilities. Students should come
away from the course with a clear understanding of how
disability has been perceived and treated historically in
America, how the law has evolved to protect the rights
of individuals with disabilities, what disability means in
practical and social terms, how sociologists approach
the issue of disability, and a general framework for inter-
210 - Population, Poverty and the Environment – The
course will take an interdisciplinary look at the complex
interrelationships between population, the environment
and economic development. Two hundred years after
Thomas Malthus wrote his famous treatise on population,
the debate continues. Does population growth spell environmental disaster? How should it be controlled? What
are the implications for economic growth, well-being, and
social justice? Critical global issues such as environmental degradation, restrictive family planning policies, international migration, and food security are all implicated in
these persistent and often explosive debates. During the
semester, this course will examine the leading theories for
understanding the interactions between population
growth, environmental quality and economic development, as well as case studies and policy questions from
around the world. Among the issues covered will be
debates over the earth's carrying capacity, demographic
transitions in the Third World, relationships between fertility levels, gender equality and development, national
immigration policies, poverty and resource degradation,
food security, and the role of technological change and
social institutions. Four hours. Ms. Gill.
212 – Sociology of the Family – This course analyzes
the structure and functions of the family, with emphasis
on the changing nature of the family in our society.
Students will be expected to demonstrate an understanding of family structures and to analyze values underlying family dynamics and change. Not open to students
who have passed SOCI 412. Three hours. Ms. Armenia.
215 – Cultural Anthropology – This course is an introduction to cultural anthropology, with an emphasis on
the diversity of cultures. The cultures studied range
from preliterate to industrialized. Four hours. Mr.
London and Ms. Rodman.
217 – Social Problems – This course surveys, from a
number of theoretical perspectives, the nature and range
of social problems, the conditions that give rise to them,
and the methods by which society attempts to cope with
them. Three hours. Staff.
219 – Death and Dying – This course develops the
social and cultural sources of our hopes, values and fears
toward matters of dying and death. Beginning with historical and cross-cultural analyses of death orientations,
the course proceeds to sociologically develop the role of
religion, philosophy, psychology, science, politics, and
medicine in shaping our orientations toward war, abortion, suicide, environmental destruction, organ transplants, euthanasia, funeral ritual, and capital punishment. It concludes with analyses of the experiences of
those who die and those who survive, including KublerRoss's studies of the stages of death, the out-of-body
sensations reported by those surviving clinical death,
and the experiences associated with grief and bereavement. Not open to students who have passed SOCI 319.
Offered alternate years. Three hours. Ms. Gill.
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Sociology
ly and civil law. This is an exclusive travel course.
Students will spend approximately two weeks in
Johannesburg, South Africa, and surrounding areas.
Students must also take PSYC 180. Offered alternate
years. Three hours. Mr. London.
300 – Methods of Social Research – This course analyzes the aims, scope, and methods of scientific inquiry
into the nature of society and social behavior. The
course includes, but is not limited to, the following topics: the logic of empirical social inquiry; methods used
to collect qualitative and quantitative data; techniques of
analyzing qualitative and quantitative data; and the principles of interpreting data for purposes of description
and hypothesis-testing. Student projects in participant
observation, construction of survey questionnaires,
interviewing, and computer analysis are an integral part
of the laboratory portion of the course. Three lectures
and a one-hour laboratory session per week.
Prerequisite: SOCI 200. Computer-intensive under old
curriculum. This course should be taken as the second
course in the department for all students planning to
major in sociology. Not open to freshmen. Not open to
students who have passed SOCI 333. Four hours. Ms.
Armenia.
301 – Sociological Theory – This course surveys social
theory from its beginning up to modern social inquiry.
Students will be expected to discover the relationships
among theorists' assumptions and their macrosociological theories and case studies, and those between empirical research and theory. Sociology majors and minors.
Prerequisite: SOCI 200. Speaking-intensive under old
curriculum. Not open to students who have passed SOCI
425. Four hours. Ms. Gill.
320 – Aging and the Life Course – This service learning seminar course will examine these processes of
aging as they affect individuals, families, cohorts, and
societies and how the aging process is affected by psychological, historical, political, economic, and cultural
factors. Students explore the dynamic interactions
between people and their environments, and the ways in
which society's beliefs, values, and attitudes are reflected in the aging experience. Special attention is given to
the impact of social policy on the lives of older individuals focusing on how racial, ethnic, class, and gender
differences shape the nature of health and human service
policy and delivery on behalf of older persons.
Prerequisite: Any 200-level course in sociology or permission of instructor. Offered alternate years. Four
hours. Ms. Gill.
322 – Criminology – This course provides an introduction to the field of Criminology and the type of research
criminologists conduct. Students explore the nature of
crime, the variety of theoretical explanations for criminal behavior, the measurement of crime, patterns and
correlates of crime, and the mechanisms for control of
criminal behavior. This course is an upper-level read-
preting disability in popular culture. Students will also
participate in a class-related community service activity.
Offered every other semester. Three hours. Mr.
Trammell.
230 – Peoples and Cultures of Africa – This course
serves as an introduction to African society and culture
from an historical, anthropological, and sociological
perspective. Relying on fiction and ethnography as well
as research literature from several disciplines, it takes
four complementary approaches to understanding
Africa. The first, "mythbusting" approach, challenges
the misconceptions many Americans hold about Africa.
The second, historical approach, identifies the transformations and influences from the past that shape contemporary life in Africa. The third, case study approach,
highlights the great range of diversity on the African
continent socially, culturally, and politically. Finally, the
course takes a critical and analytical approach to understanding social problems in Africa and identifying
potential solutions. Counts on the major in international
studies/Africa and the African Diaspora emphasis.
Offered alternate years. Three hours. Mr. London.
241 – Racial and Ethnic Relations – This course presents the major concepts and methods developed for
gaining insight into dominant-minority relations. It considers the past and present positions of ethnic and racial
minorities in historical and cross-cultural perspective.
Three hours. Ms. Armenia.
260 – Health, Healing and Gender in Ghana – This
course provides an introduction to nonwestern medical
systems and how these articulate with Western systems
in an attempt to develop an understanding of alternative
beliefs and practices about health, illness, and healing in
Ghana, as well as to the role played by gender in each
system and their articulation. Representative topics covered include: the role of traditional medicine in health
care delivery; the roles of international organizations in
health and their activities in global and Ghanaian health
development; the health impact of regional and global
economics. The role played by gender in each of these
areas will be examined, as well as maternal and child
health; and the impact of gender on health, human
rights. Not open to students who have passed SOCI 360.
Offered alternate years. Three hours. Ms. Gill and
Mr. Dunkel.
270 – Law, Gender, and Social Transformation in
South Africa – This course studies gender issues, conflict resolution, and the legal system in the South
African context. Topics include the relationship between
law and society, the social nature of law, law in crosscultural perspective, traditional conflict resolution, law
and gender, gendered violence, domestic violence, and
legal pluralism in the African context. Special emphasis
will be given to the impact of recent transformations in
post-Apartheid S. Africa on gender identity, gender relations, family life, informal dispute resolution, and fami-
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Sociology
passed SOCI 352. Offered alternate years. Four hours.
Mr. London.
430 – Health, Illness and Healing – This course is an
upper-level reading and research-intensive survey of
sociological and anthropological ideas and theories
about health and illness. In particular, the course looks
at medicine from a cross-cultural perspective, focusing
on the human, as opposed to biological, side of things.
Students learn how to analyze various kinds of medical
practice as cultural systems. Particular emphasis is
placed on Western (bio-medicine); students examine
how biomedicine constructs disease, health, body, and
mind, and how it articulates with other institutions,
national and international. Topics of study will include,
but are not limited to, nature of disease, the doctorpatient relationship, the structure and dynamics of health
care facilities, the structure and role of medical occupations and their occupational ideologies, the growth of
medical technology and its challenge to medicine's
moral stability, the medical research process (including
ethical issues), problems of discrimination and inequality, as well as health care policy. It is likely to be of interest to sociology majors and students intending to pursue
a career in the health professions. Prerequisites: SOCI
200 and 300 or permission of instructor. Not open to students who have passed SOCI 365. Offered alternate
years. Four hours. Ms. Gill.
440 – Environmental Sociology – In 1962 the publication of Rachel Carson’s SILENT SPRING rekindled the
American public's concern about our environment. It is
considered to be the catalyst for the contemporary environmental movement. More recently Wendell Berry
wrote in “The Body and the Earth” that the way we are
living creates serious, fundamental problems–the breakdown of families and marriage, communities, our spiritual, emotional and physical health, and of the earth’s
ecosystems. Implicit in his holistic critique is C. Wright
Mills’ “sociological imagination” that can link personal
troubles, environmental problems and the way society is
organized. The three main goals of this course are as
follows: 1) acquaint the student with sociological perspectives on the relationship between society and the
environment; 2) use these perspectives and concepts to
analyze issues or problems like global warming and
population growth; and 3) encourage critical thinking in
considering alternatives in values/ethics, social practices/behavior, and policy. Prerequisites: SOCI 200 and
301 or permission of instructor. Offered every semester.
Four hours. Mr. Dunkel.
450 – Field Studies in Sociology – This course provides
an opportunity for interested students to gain practical
experience with the application of sociological theories,
methodologies, principles, and techniques to actual
research situations in the field. Prerequisites: SOCI 200
and 300 or permission of instructor. One term only.
Junior and senior sociology majors. Three hours. Staff.
ing-intensive and theoretical analysis of crime as a sociological construct. Primary objectives are to foster critical thinking in relation to the causes and control of
crime and to explore the social construction of crime.
Prerequisite: Any 200 level course in sociology. Four
hours. Ms. Bissler.
331 – Peoples of Latin America – This course offers an
overview of contemporary Latin American cultures
through readings, visual documentaries, and group projects. After briefly examining the history of the region,
we will turn to contemporary issues such as ecological
sustainability, the changing nature of peasant societies,
issues of ethnicity and identity, popular forms of religion, the changing role of women, life in the region's
growing megalopolises, and the resistance and struggle
of Latin American peoples for a democratic and just
society. Counts on the major in international studies/Latin America emphasis. Same as INST 331.
Prerequisite: Any 200-level course in sociology or permission of instructor. Offered alternate years. Three
hours. Ms. Rodman.
340 – Gender, Sex and Society – This course offers a
sociological and anthropological analysis of the status of
women in the U.S. and cross-culturally. Special emphasis is placed on the role culture and socialization play in
determining women's interaction patterns and society's
response to them. The course will use an interdisciplinary approach, drawing on the social sciences and the
humanities to determine how women develop cultural,
sociological, and historical realities. Prerequisite: Any
200-level course in sociology or consent of instructor.
Offered alternate years. Three hours. Ms. Armenia.
410 – Juvenile Delinquency – This course provides an
overview of the current theoretical and methodological
issues concerning Juvenile Delinquency. This course
examines the nature, extent, and causes of juvenile delinquency. The course is structured to focus on the social
construction of delinquency, the development of the juvenile justice system, theoretical explanations of delinquency, and the current research on juvenile delinquency in the
United States. This course is an upper-level readingintensive and research-intensive analysis of delinquency
and the development of research in this field. The primary objectives of this course are to foster critical thinking
about how we define and punish delinquency and to
understand how sociologists research the problem of
delinquency. Prerequisites: SOCI 200, 322, and 300 or
permission of instructor. Not open to students who have
passed SOCI 325. Four hours. Ms. Bissler.
420 – Law and Society – The focus of this course is on
the reciprocal relationship between law and society, and
on the social nature of the law. Topics include: comparative legal systems, theories of law, and various
issues in the sociology of the law, including mental illness and obscenity. Prerequisites: SOCI 200 and 300 or
permission of instructor. Not open to students who have
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Sociology, Spanish
455 – Internship in Sociology – Students in this course
are placed in a social agency or business and follow an
arranged set of readings relevant to their internship
experience with their instructor and site supervisor.
Prerequisites: SOCI 200 and 300 or permission of
instructor. Open to seniors only. Application required;
see Internship Program. Three hours. Staff.
460 - Sociological Practice - This course asks students
to build upon previous work in sociology and anthropology, including central themes, theoretical perspectives,
research methods, and substantive research findings, by
conducting an original research project on a topic of
their own choosing. The course is designed to provide
student majors/minors with an opportunity to synthesize, integrate, and assess what they have learned in
sociology while critically reflecting on the role and contributions of the discipline. The overall objective of this
course is to facilitate students’ integration of their academic knowledge of sociology by applying sociology and
anthropology. Students are required to use 1) the tools of
a liberally education person (i.e. reading comprehension
and critique; effective skills of oral and written communication; analytical reasoning; and creative, independent
thought and work) and 2) the specific content, methodologies, and perspectives of sociology. Prior to the
beginning of the semester in which this course is to be
taken, interested students must meet with the instructor
to discuss possible research topics and then submit a
proposal for their anticipated research project.
Prerequisites: SOCI 200 and 300 or permission of
instructor. Offered every semester. Three hours. Staff.
496-498 – Senior Project – This two-semester sequence
allows qualified senior majors in the department to
research a topic intensively and independently. A formal
paper and an oral examination are required. Majors who
intend to attempt a senior project are urged to notify the
department of their intention during the spring term of
their junior year at the latest. Prerequisites: SOCI 200
and 300 and permission of instructor. Senior sociology
majors. Six hours. Staff.
believes that a multifaceted study of another culture sensitizes students to realities other than their own, permits
them to become less ethnocentric, and encourages them
to become more understanding of cultural differences at
the same time that they are developing an appreciation
for the literature which evolves from another culture.
The department offers a number of study abroad
opportunities. Individual faculty members accompany
groups of students to Spain, Mexico, Peru, or other
countries depending on faculty interest during the
January term, and the college has established a fall and
spring semester program in Salamanca, Spain. In addition, through its affiliation with ISEP, the college has
exchange programs with several universities in the hispanic world.
The program for a major in Spanish consists of a
minimum of 34 semester hours (including the capstone
course) and 11 courses of at least 3 semester-hour credit numbered 231 or above, planned in consultation with
an adviser in the department. SPAN 231, 232 and 241
as well as the 351 and 356 must be completed as soon as
possible since these courses are prerequisites for upperlevel literature and civilization courses. To major in
Spanish, students must have departmental permission.
All majors must take any tests related to departmental
assessment activities. They are required to have a study
abroad experience, in a country where Spanish is the
native language for an entire semester.
The Spanish minor consists of at least 6 courses
numbered 231 or above, and includes the five core
courses and one civilization and culture course.
Major
Group I: (five core courses)
SPAN 231—Conversation
SPAN 232—Advanced Grammar and Composition
(or course equivalent in Salamanca)
SPAN 241—Reading Literature in Spanish
SPAN 351—Introduction to the Literature of Spain
(or course equivalent in Salamanca)
SPAN 356—Introduction to Latin-American
Literature
Group II (Civilization): (one of the following)
SPAN 371
SPAN 372
SPAN 376
(Or course equivalent in Salamanca).
Group III: (Literature) (3 courses; one course from
each set)
A: Peninsular Literature: (SPAN 451-459) (Or
course equivalent in Salamanca).
B: Latin American Literature: (SPAN 461-469)
C: One additional 400-level literature course,
which may be a course equivalent in Salamanca, or from
A or B.
Group IV: (Electives). Choose any two from the
following:
SPAN 235, SPAN 305,* SPAN 349, SPAN 381,
Spanish
Associate Professor Malin; Assistant Professors
Borchard, Bordera-Amérigo, and Reagan; Instructor
Puppi-Redfern. (Department of Modern Languages)
In its full range of courses, the Spanish section of
the Modern Languages Department seeks to develop
student proficiency in four areas: listening, speaking,
reading, and writing. Courses at all levels are designed
to provide continued opportunities for use of the language in a variety of modes and settings, on campus, in
the Ashland and Richmond communities, and abroad. In
addition to imparting linguistic skills, the Spanish section of the Modern Languages Department nurtures critical thinking and synthesis in a program balancing language, civilization, and literature. The Spanish faculty
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Spanish
through placement testing only. Students who have
taken SPAN 111 and/or SPAN 112 may not enroll in
SPAN 115. Required additional scheduled session of
language practice. Given in Spanish. Four hours. Staff.
211 – Intermediate Spanish – Continued study of the
four language skills at a more sophisticated level.
Instruction includes the scheduled use of the language
laboratory. Prerequisite: SPAN 112/115 or admittance
through placement testing. Required additional scheduled session of language practice. Given in Spanish.
Three hours. Staff.
212 – Intermediate Spanish – Second half of
Intermediate Spanish. Prerequisite: SPAN 211.
Required additional scheduled session of language practice. Given in Spanish. Three hours. Staff.
215 – Intensive Intermediate Spanish – A brief grammar review with emphasis upon reading a variety of
texts dealing with Hispanic culture as well as intensive
drill in conversation, controlled composition, and accuracy in pronunciation. Admittance through placement
testing or departmental permission. Course designed for
students who are beyond the SPAN 211 level but do not
place into SPAN 231. Students who have taken SPAN
211 and/or 212 may not enroll in 215. Required additional scheduled session of language practice. Given in
Spanish. Four hours. Staff.
231 – Conversation – Intensive practice in conversational Spanish designed to develop the student’s fluency
and vocabulary. Emphasis on grammar review and practical exercises for written and spoken communication.
Prerequisite: SPAN 212 or 215 or department permission. Three hours. Staff.
232 – Advanced Grammar and Composition – This
third-year language and writing development course
offers a comprehensive grammar and composition
review to advanced students of Spanish. Vocabulary
building through the study of idioms is emphasized.
Translation exercises both from Spanish to English and
English to Spanish as well as practice drills in spoken
and written applications of grammar are included. This
course is a prerequisite for all 400-level literature courses. Prerequisite: SPAN 212 or 215. Given in Spanish.
Not open to students who have completed SPAN 312.
Three hours. Staff.
235 – Phonetics and Linguistics – This course offers a
study of the theories and practical applications of
Spanish pronunciation with emphasis on oral drills in
class, in the language laboratory, and abroad. Special
attention is given to identifying and correcting individual pronunciation problems. Recordings of native
speakers and radio and television broadcasts serve as
pronunciation models. Prerequisite: SPAN 212 or 215,
or department permission. Given in Spanish. Offered
alternate years. Not open to students who have completed SPAN 224. Three hours. Staff.
SPAN 450, SPAN 481, any course not selected from
Groups II and III above (only one 381 or 481 allowed).
Group V: (Capstone—one hour course)
SPAN 495, is a one-hour capstone course attached
to a 400-level literature course. (Students wishing to
develop a capstone project linked to a civilization course
must petition the Department of Modern Languages during pre-registration.)
Minor
Group I: (five core courses)
SPAN 231—Conversation
SPAN 232—Advanced Grammar and Composition
(or course equivalent in Salamanca)
SPAN 241—Reading Literature in Spanish
SPAN 351—Introduction to the Literature of Spain
(or course equivalent in Salamanca)
SPAN 356—Introduction to Latin-American
Literature
Group II (Civilization): (one of the following)
SPAN 371 (or course equivalent in Salamanca)
SPAN 372
SPAN 376
*Courses with asterisks are taught in Salamanca,
Spain.
Modifications of these groupings may occur if students elect to complete a portion of their study in courses taken abroad in programs other than our own in
Salamanca. The department will accept a maximum of
one half the major and one half of the minor courses in
transfer from other institutions.
To receive an education endorsement in Spanish,
students must successfully complete all courses required
for the Spanish major including SPAN 235. These students must also take SPAN 349 and both SPAN 376 and
one of the following Spanish civilization courses: SPAN
371 or 372 or course equivalent in Salamanca. Students
must spend a semester abroad or complete a comparable
program, as determined in consultation with the department.
Spanish (SPAN) Courses
111 – Elementary Spanish – Essentials of Spanish,
stressing the four skills: listening, speaking, reading,
writing. Required additional scheduled session of language practice. Given in Spanish. Designed for students with no experience of Spanish. Three hours.
Staff.
112 – Elementary Spanish – Second half of Elementary
Spanish. Required additional scheduled session of language practice. Prerequisite: SPAN 111. Given in
Spanish. Three hours. Staff.
115 – Intensive Elementary Spanish – Intensive introduction to Spanish, emphasizing the four language
skills: listening, speaking, reading, and writing.
Designed for students who have taken Spanish but who
do not place in intermediate Spanish. Admittance
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Spanish
241 – Reading Literature in Spanish – This course is
designed to help students become critical readers of literature. Texts are selected for their value in helping students understand literary forms and how these forms are
constructed and read. Emphasis is placed on the constituent elements of narrative prose, poetry, and drama.
Readings consist of selections from Spanish and Latin–
American literature, and particular attention is paid to
close textual reading. This course is conducted entirely
in Spanish, and attention to the figurative use of language in literature promotes considerable growth in student’s ability to understand and use spoken and written
Spanish. Prerequisite: SPAN 231 or department permission. Three hours. Staff.
301 – Spanish for Business and International Trade –
An introduction to the world of business conducted in
Spanish. This course helps students to develop the ability to interact in a business environment by providing
them with the appropriate vocabulary, cultural sensitivity, and cross-cultural skills. Topics include: business
careers, applying and interviewing for employment, the
business office, banking, real estate, sales, soliciting and
giving advice, negotiating, business travel, and social
situations. This course is conducted in Spanish and
include a grammar review integrated into the business
context. Prerequisite: SPAN 231 and departmental permission. Counts toward the Spanish major. Offered
alternate years. Three hours. Staff.
349 – Teaching Methodology for Foreign Languages –
Also listed as FREN 349 and GERM 349, this course fulfills a state requirement for students seeking certification
in the teaching of foreign languages. Students will explore
the theories of language acquisitions, current research, and
various methods of language instruction to form a personal statement of teaching. This course will emphasize the
national standards and proficiency-based objectives for
foreign language instruction. Through the development of
a teaching portfolio for future classroom use, learners will
demonstrate the ability to present, reinforce, and assess
communicative language skills including speaking, writing, reading, and listening. In addition, learners will develop practices to employ media for language teaching.
Given in English. Prerequisites: Seven courses beyond
the 212-215 level and admission to the Randolph-Macon
education department’s teacher preparation program.
Required to be taken no earlier than the academic year during which student teaching is to take place. Offered as
needed. Three hours. Staff.
351 – Introduction to Literature of Spain – A study of
Spanish peninsular literature from the Middle Ages to
the 20th Century. Selected works from prose narrative,
poetry, theater, and essay. Introduction to analysis of literary texts. Given in Spanish. Prerequisites: SPAN 231
and 241 or department permission. Partially satisfies the
AOK requirement for Literature and Art. Satifies the
CAR for Western. Three hours. Ms. Bordera-Amérigo,
Mr. Malin.
356 – Introduction to Latin-American Literature – A
study of Latin-American literature from the Colonial
period to the present. Prose narrative, poetry, and theater are studied. Emphasis on analysis of literary texts
and use of critical terms.
Given in Spanish.
Prerequisites: SPAN 231 and 241 or department permission. Partially satisfies the AOK requirement for
Literature and Art. Three hours. Ms. Borchard, Ms.
Reagan.
371 – Spain’s Civilization – A survey of political, intellectual, and artistic life in Spain from earliest times to
the 21st Century. Ideas and traditions that have had the
most profound and long-lasting influence on the cultural heritage of Spain are emphasized. Extensive use of
audio-visual materials. Lecture, discussion, oral reports,
and brief papers are the principal modes of presentation.
Prerequisites: SPAN 231, 241, 351, and 356 or department permission. Satisfies the CAR for Western and
multi-disciplinary. Given in Spanish. Offered alternate
years. Three hours. Mr. Malin, Ms. Bordera-Amérigo.
372 – The Two Spains – A study of the conflictive
process of modernization in Spain that concentrates on
the clash between the progressive efforts to modernize
and the traditionalist efforts to maintain Spain’s unique
social and cultural identity. This study abroad course in
Spain includes visits to historical and cultural sites as
well as a four-week family stay.
In Spanish.
Prerequisites: SPAN 231, 241, 351, and 356 or department permission. Satisfies the CAR for Western.
Offered alternate years. Three hours. Mr. Malin, Ms.
Bordera-Amérigo.
376 – Latin-American Civilization – Study of the culture and civilization of Spanish-speaking America from
a variety of viewpoints: historical, literary, sociological,
anthropological, and political. Extensive use of audiovisual materials. Prerequisites: SPAN 231, 241, 351,
and 356 or departmental permission. Given in Spanish.
Offered alternate years. Three hours. Ms. Borchard,
Ms. Reagan.
381 – Special Topics – Intensive work in areas of language or literature not covered in the general curriculum, tailored to the needs of advanced students.
Prerequisites: SPAN 231, 232, 241, 351, and 356. Given
in Spanish. Three hours. Staff.
450 – Internship in Spanish – Individually designed
field studies and projects for students of junior or senior
status whose maturity and proficiency in Spanish will
enable them to enter the fields of business, industry,
government, health, or social services. The internship
provides several weeks of practical application of
knowledge of Hispanic culture and language.
Prerequisites: certification of class status, appropriate
GPA, and permission of the department. Application
required; see Internship Program. Offered alternate
years. Three hours. Staff.
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Spanish
452 – Early Modern Peninsular Literature – A selection of representative works from XVI and XVII century Spain studied against the historical and cultural background of Spain’s Golden Age, the age of Cervantes,
Velazquez, and Lope de Vega. Prerequisites: SPAN
231, 232, 241, 351, and 356. Satisfies the CAR for
Western. Given in Spanish. Offered alternate years.
Three hours. Staff.
453 – Cervantes – A study of selected works of Spain’s
literary giant with emphasis on the Quijote.
Prerequisites: SPAN 231, 232, 241, 351, and 356.
Satisfies the CAR for Western.
Given in Spanish.
Offered alternate years. Three hours. Staff.
456 – Spain’s 19th Century – A study of regionalism,
romanticism, realism, and naturalism in narrative prose,
drama, and poetry against a background of political
upheaval in 19th-century Spain. Several representative
major authors from each genre receive special attention.
Prerequisites: SPAN 231, 232, 241, 351, and 356.
Satisfies the CAR for Western. Given in Spanish.
Offered alternate years. Three hours. Mr. Malin.
458 – Spain’s 20th and 21st Centuries – A consideration of the literature and film of Spain beginning with
the Generation of 1898 and ending with writers and film
makers of the 1980s and 1990s. Examples from all genres (short story, novel, essay, drama, poetry, film) are
studied for their literary value as well as for the use of
audiovisual material insight they offer into contemporary Spanish culture. Prerequisites: SPAN 231, 232,
241, 351, and 356. Satifies the CAR for Western. Given
in Spanish. Not open to students who have completed
SPAN 361. Offered alternate years. Three hours.
Ms. Bordera-Amérigo.
462 – Latin America’s Colonial Period – A study of literary and historical works produced in Latin America
from the Spanish conquest through Independence.
Representative works from several genres are studied in
their historical and cultural context with a special focus
on the literary devices used by their authors. Given in
Spanish. Prerequisites: SPAN 232, 351, and 356. Three
hours. Ms. Borchard.
464 – Latin America’s 19th Century – A study of fiction and nonfiction produced in Latin America from
Independence through the end of the nineteenth century.
Representative works from several genres and literary
movements are studied in their historical and cultural
contexts using any of a variety of theoretical approaches. Given in Spanish. Prerequisites: SPAN 232, 351,
356. Three hours. Ms. Borchard, Ms. Reagan.
467 – Latin America’s 20th and 21st Centuries – A
study of the works of fiction and nonfiction produced in
Latin America and illustrated the major literary trends of
the twentieth and twenty-first centuries. Representative
works from several genres are studied in their historical
and cultural context using any of a variety of theoretical
approaches. Given in Spanish. Prerequisites: SPAN
232, 351, and 356. Three hours. Ms. Reagan.
487-488 – Department Honors I and II – Three hours
each. Staff.
491-492 – Independent Study – An independent study
under the guidance of a member of the department. At
least a 3.25 cumulative GPA and approval by the curriculum committee are required. Three hours each. Staff.
495 – Capstone Experience – This is a one-credit
course to be taken during the spring of the senior year
(during fall in the case of Education minors). Working
with their capstone adviser, students will submit for
approval of the Departmental Capstone Committee, a
topic related to the interests of the students. During the
fall of their senior year (during spring of their junior
year in the case of Education minors), students must
begin research for their capstone project. In addition to
the written project, students will make two oral presentations, one in English on Research Day and another in
Spanish. Performance in SPAN 495 will be evaluated
by the Departmental Capstone Committee members and
will be based on the students’ work with their capstone
advisers, the capstone project, and the two presentations.
Given in Spanish. Offered in spring; offered in fall
when necessary. One hour. Staff.
Study Abroad courses offered at the
University of Salamanca in Spain
All of the following courses are taught in Spanish.
Prerequisites for all courses taught in Spain are SPAN
212 or 215 and permission of the modern languages
department. SPAN 231 is highly recommended.
NOTE: Fall term in Salamanca is equivalent to one RMC term. In the spring, students are advised to attend
both the winter and spring terms combined.
220 – Language Development for Oral Proficiency –
Designed for the student who has completed a course in
intermediate Spanish, this course immerses the student
in spoken Spanish four hours a day for a month with
emphasis on oral proficiency skills for the academic,
family, and social contexts which are the basis of
Spanish life, at a level appropriate with the student’s
placement exam scores. Spontaneous conversation,
controlled linguistic exercises, and workshops in literary
Spanish, business Spanish, or translation substantially
increase the student’s capacity to communicate in
Spanish. Students who place below the intermediate
level in the placement exam given in Salamanca will
receive credit for SPAN 220. SPAN 220 does not count
toward the minor or major in Spanish. Students who
place at the Intermediate or Superior levels on the placement test given in Salamanca will receive credit for
SPAN 305, which counts as part of Group IV (elective)
toward the major or the minor. Students who place at
the Advanced level on the placement test given in
Salamanca will receive credit for SPAN 316. SPAN 316
is the equivalent of SPAN 232 and counts as part of
Group I toward the major. Four hours.
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Spanish
305 – Intensive Language Development for Oral
Proficiency – See SPAN 220.
313 – Spanish Grammar – This course is a study of
Spanish grammar, both at the theoretical and practical
levels. Topics covered include the study of basic difficulties of the Spanish language, vocabulary building,
writing exercises, and oral comprehension and expression. This course counts in Group I on the major or
minor. Three hours.
315 – Spanish Grammar – This course is a continuation of SPAN 314. The course is to refine and crystallize reading, writing, and speaking skills acquired in
SPAN 314. Prerequisite: SPAN 314 or equivalent. Two
hours.
316 – Intensive Language Development for Oral
Proficiency – See SPAN 220.
318 – Geography of Spain – This course is a study of
Spain’s physical geography. Topics covered include the
relief of the Iberian Peninsula, its climate, water, and
vegetation. Prerequisite: SPAN 305 or equivalent. This
course counts as part of Group II for the major or minor.
Three hours.
319 – Human Geography – This course is a study of
the human geography of Spain. Topics include: population, its evolution, and its characteristics; rural and urban
life; and development of cities and characteristics of
urbanization. Prerequisite: SPAN 305 or equivalent.
This course counts as part of Group II for the major or
minor. Three hours.
320 – Economics of Spain – This course is a survey of
the economic geography of Spain as well as a study of
the Spanish system of economy. Topics include its
financial market, its monetary policy, and its role in the
international economy, particularly in the European
Union. Prerequisite: SPAN 305 or equivalent. Two
hours.
321 – Regions of Spain – This course examines the
physical, economic, and cultural characteristics of
Spanish regions. Prerequisite: SPAN 305 or equivalent.
Two hours.
331 – Spanish Literature – This course is a survey of
Spanish literature up to the 20th century. Periods covered include the literature of the Middle Ages, the
Renaissance, the Baroque, the 18th and the 19th centuries. Prerequisite: SPAN 305 or equivalent. This
course, combined with SPAN 333 counts as Group I.
After consultation with the department, the two courses
may count as part of Group II on the major. Two hours.
332 – Literature of the 19th and 20th Centuries –
This course is a study of Spanish literature of the 19th
and 20th Centuries. It examines, among others, the
romantics and realists as well as the generalists of 1898
to 1962. Prerequisite: SPAN 305 or equivalent. This
course counts as Group I. After consultation with the
department this course may count as part of Group III on
the major. Three hours.
333 – Literature Beginning to 19th Century – This
course is a survey of Spanish literature of the Middle
Ages, the Renaissance, the Baroque period the 18th century, Romanticism, Naturalism, and Realism.
Prerequisite: SPAN 305 or equivalent. Corequisite:
SPAN 332. Two hours.
335 – History of Spain: Medieval Period – This course
is a survey of Spanish history from Visigoth Spain to the
16th century. Topics covered include the Moslem conquest of Spain, the Reconquista, the Catholic kings, the
conquest of America, and the Counter-Reformation.
Prerequisite: SPAN 305 or equivalent. This course
counts as part of Group II on the major or minor. Three
hours.
336 – History of Spain: Modern Period – This course
is a study of Spanish history from the 17th to the 19th
centuries. Topics include the Old Regime, the
Bourbons, and Carlos III. Prerequisite: SPAN 305 or
equivalent. This course counts as part of Groups II on
the major or minor. Corequisite: SPAN 337. Three
hours.
337 – History of Spain: Contemporary Period – This
course is a survey of the history of 20th century Spain.
Topics include the dictatorship of Primo de Rivera, the
Second Republic, the Civil War, Spain under Franco,
and the transition to Democracy. Prerequisite: SPAN
305 or equivalent. Corequisite: SPAN 336. Two hours.
353 – History of Spanish Art – This course is a survey
of Spanish art (architecture, sculpture, and painting) up
to the 19th century. Art forms covered include Visigoth,
Asturian, Islamic, Gothic, Renaissance, Baroque,
Rococo, and Neoclassic. Prerequisite: SPAN 305 or
equivalent. May be used to partially fulfill AOK
requirement in Art & Literature-Arts. This course
counts as part of Group II on the major or minor. Three
hours.
354 – History of Spanish Art – This course is a study
of Spanish art of the 19th and 20th centuries. Topics
include Expressionism, Avant Garde Art between the
two world wars, Post-War Art, and artistic trends since
1965. Prerequisite: SPAN 305 or equivalent. This
course counts as part of Group II on the major. Will partially AOK requirement in Art & Literature-Arts. Three
hours.
355 – Contemporary Forms of Media: Cinema,
Press, TV – This course is a survey of cinema and contemporary cinema, different forms of written and oral
media, their ideology, and their social influence.
Prerequisite: SPAN 305 or equivalent. Two hours.
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Studio Art
245 – Watercolor Painting – The course will teach the
student to develop techniques of watercolor painting.
The course will broaden the student’s already developed
skills in drawing. Prerequisite: STAR 240 or 241.
Offered alternate years. Three hours. Staff.
246 – Printmaking – An introductory studio course in
the fundamentals of printmaking. Through demonstration and experimentation, the student learns various
printmaking processes: relief (woodcut, linocut, collograph), intaglio (etching, engraving, aquatint), and
monotype. Special emphasis is placed on the student’s
own creative application of these techniques. The course
will include an overview of the history of printmaking,
with particular attention to the contemporary uses of the
media. Three hours. Staff.
247 – Plein Air Painting – A course dedicated to the
discipline of open-air painting and direct observation of
the landscape by the painter. Prerequisite: STAR 243 or
permission of instructor. Three hours. Mr. Keiser or Mr.
Berry.
250 – Artistic Problems: A Search for Solutions – A
studio course which examines the creative processes
involved in solving conceptual problems often confronted by the artist. Not recommended to freshmen. Three
hours. Mr. Berry.
251-252 – The Human Figure – A study of the human
form based primarily on drawing from the living model
and an investigation of historical examples of figurative
art. Course work will include lectures and museum projects in addition to studio exercise. Three hours each.
Mr. Berry.
255 – 3-D Concepts – This course is designed to provide
students with insight into and understanding of the basic
processes of creating, observing, and interacting with elements of three-dimensional space and design. Emphasis
will be placed on relating these concepts to issues of community, culture, and nature. Three hours. Staff.
256 – 2-D Concepts – This course is designed to provide students with insight and understanding to the basic
processes of creating, observing, and interacting with
elements of two-dimensional space and design. Three
hours. Staff.
381-382 – Special Topics in Studio Art – Advanced
study of both traditional and contemporary topics in art.
Taught by departmental staff to meet the needs of
advanced students with special interests in the arts.
Three hours each. Staff.
422 – Advanced Topics in Studio Art – A student
majoring in art may choose to exhibit in public original
works of art of suitable substance and number. The
senior project may take other appropriate forms under
the guidance of the studio adviser. Three hours. Staff.
Studio Art
Professor Berry
(Department of Arts)
Studio art is the discipline of making and creating
works that have a visual and conceptual validity. The
powers of observation and contemplation are vigorously
trained and bonded to the forces of the intellect and the
creative act.
A major in studio art requires STAR 240 or 241,
which should be taken before the end of the sophomore
year, and a portfolio review and approval by the department at the end of the sophomore year and each year
subsequent. Also required are ARTH 201-202, four studio art courses above 241, and three art history courses
beyond the survey level, one of which must have a nonwestern focus. This program also includes STAR 422,
the senior project; FINA 481, the capstone seminar; and
an elective in music (which may include three, one-hour
courses in applied music) or drama.
A minor in studio art consists of four studio art
courses, one of which must be STAR 240 or 241, and
two art history courses, preferably ARTH 201-202. A
portfolio review is required for admission to the minor
program, STAR 240 or 241 is recommended prior to this
review.
Studio Art (STAR) Courses
240 – Freshman Studio – An introduction to the disipline of the studio artist. The work ethic, fundamental
issues of an artist’s continuous educative process, and
essential studio skills will be addressed and manifested.
Sampling from the History of Art, the student will study
the studio skills of the past artists and their relevance to
the artists of today. Not open to students who have taken
STAR 241. Freshmen only. Three hours. Mr. Berry
241 – Drawing Principles – A one-semester studio
course aimed at introducing the student to the fundamental concept of drawing through the use of basic
drawing media (pencil, charcoal, pen, and ink).
Particular emphasis is placed on the development of
each student’s visual perception. Three hours. Staff.
242 – Drawing with Color – A continuation of STAR
241, the course will concern itself with the use of color
to amplify drawing. Using various colored media, pastel, ink, and water colors, students will learn to push
their line drawings into another form of expression.
Prerequisite: STAR 240 or 241. Three hours. Staff.
243 – Painting – A studio course which will emphasize
basic painting principles with technical concentration in
an oil medium and will encourage the discussion of the
aesthetics of visual art. Prerequisite: STAR 240 or 241
or permission of instructor. Three hours. Mr. Berry.
244 – Painting – A continuation of STAR 243.
Prerequisite: STAR 243 or permission of instructor.
Three hours. Mr. Berry.
134
Women’s Studies
RELS 271; SOCI 340; WMST 101, 202, 250, 282,
300, 301, 308, 326, 347, 361, 450, 455.
Electives: ENGL 308, 337, 367, 368, 412; FLET
227; PHIL 280, 305, 412; PSYC 180; RELS 275,
375; SOCI 212, 241, 260 (travel course).
Women’s Studies Minor:
A minor in women’s studies consists of fifteen hours
of course work in women’s studies, two required courses
and three others, only one of which may be an elective.
Required Courses:
WMST 101 Introduction to Women’s Studies
Courses with Theoretical Emphasis (one course)
PHIL 308; WMST 308; ENGL 381 (Gender
Criticism); SOCI 340,
Three additional courses, one of which may be an
elective.
Women’s Studies
Associate Professor Terrono, Director; Professors Gill,
Goodwin, Fisher; Associate Professors Conners, Eren,
London, and Turney; Assistant Professors Breitenberg and
Rodman.
Women’s studies examines the ways in which gender influences both women and men in their lived experiences and in their views of knowledge and reality. The
study of gender offers a unique perspective in the liberal
arts. Women’s studies is composed of courses from many
different disciplines in the humanities and sciences.
Women’s studies majors and minors are prepared for
a world in which gender operates as a significant factor in
both professional and private life. Majors are prepared for
a wide range of academic and applied opportunities.
Majors pursue graduate training in women’s studies,
interdisciplinary studies, as well as traditional disciplines.
The women’s studies major is designed to facilitate double majors since the college allows up to half of the hours
for any major to count toward another major.
A major in women’s studies consists of 11 courses, 3031 hours of course credit in women’s studies: five required
courses and six others. Of these six, only two may be electives. A women’s studies course is exclusively focused on
issues of women and gender; an elective focuses at least half
of its material on issues of women and gender.
Required Courses:
• WMST 101 Introduction to Women’s Studies
• Courses with Historical Emphasis (one course)
WMST/HIST 250, ARTH/CLAS 219, ARTH
240, and RELS 271
• Courses with Theoretical Emphasis (one course)
PHIL 308, WMST 308, ENGL 381 (Gender
Criticism); SOCI 340.
• Experimental Courses (two courses, choosing one
of the following options):
Research option: WMST 300 and 301
Internship option: WMST 300 and 455
Field Studies option: WMST 300 and 450
Majors must have completed WMST 300 satisfactorily (i.e. with a 2.0 minimum grade) to take WMST
301, 450, or 455. Majors must also take six additional
courses; only two may be electives.
Double majors may elect to substitute a capstone
outside of WMST for the WMST capstone. Education
minors may elect to substitute three hours of student
teaching for the WMST capstone. In both cases, students must take WMST 300 and complete any additional hours towards the 30-31 hours for the major.
Additional hours towards this amount must be WMST
courses above the 200 level
Women’s Studies Courses:
ARTH 219, 240; BIOL 136; ENGL 271, 450;
FLET 205, 271, 272; PHIL 225, 308; PSYC 135;
Women’s Studies (WMST) Courses
135
101 – Introduction to Women’s Studies – This course
offers an interdisciplinary, team-taught examination of
issues that are significant in influencing women’s lives.
Participants examine women’s roles under a variety of
social conditions. Consideration of such seemingly disparate areas as sport, religion, education, and science
function as the background against which both differences and similarities between women are brought into
relief. The primary goal of this examination is to consider explanations for the representations of women that
emerge in these areas. Concepts central to feminist theory are introduced as preparation for continued work in
women’s studies. This course is a requirement for both the
major and minor in women’s studies. Three hours. Staff.
102 – Women, Race and Class – This introductory class
examines the importance of differences linked to gender,
race, and class in shaping men’s and women’s lives,
using a cross-cultural and historical perspective. How
these three systems of oppression intersect and structure
the opportunities and constraints of people’s lives, how
they are incorporated into the cultural construction of
individual and national identities, as well as how they are
reproduced will be considered. The course will focus primarily on historical and contemporary cases in North and
South America. Partially fulfills the AOK requirement in
social science through WMST and counts on the
major/minor in women’s studies. May include a service
learning component. Three hours. Staff.
202 – Sex and Cluture – This course introduces the
fundamental aspects of human sexuality, a cross-cultural perspective on human sex, and the categories of gender in various cultures worldwide. It reviews important
themes in human sexuality and draws on interdisciplinary materials to introduce essential subjects such as the
anatomical, physiological, and emotional aspects of sexuality; sexually transmitted diseases, sex in a college
environment, variations in sexual behavior, and sexual
Women’s Studies
health. The course situates North American ideas of
sexuality by emphasizing a culturally relative perspective on sex and gender. Three hours. Staff.
250 – Women in European History – Did women have a
Renaissance? Have the great events and movements of
European history affected women in the same ways as men?
Were women too busy giving birth and caring for children
and homes to have a role in, or an effect on, European history? In this course we will survey Europe from the Middle
Ages to the present to answer these questions and discover
women’s place in European history. Same as HIST 250.
Offered alternate years. Three hours. Watkinson.
282 – Women and Development – This course is
designed to analyze the impact of changing development
strategies on the lives of women in the Third World and
especially in Latin America and the Caribbean, as well
as to see how women have responded to these strategies.
One major aim of the course is to examine how colonialism and later development policies have affected the
status of women, and to examine critically the goal of
the “integration of women in development.” Differences
of ethnicity/race, sexual orientation, age, and class will
be taken into consideration. Partially fulfills the AOK
requirement in social science through WMST and
counts on the majors/minors in international studies and
women’s studies. Same as INST 282. Offered at least
alternate years. Three hours. Staff.
300 – Topics in Women’s Studies Research – The
main goal of this course is for students to prepare a
research proposal for their capstone project. The
research itself will be conducted the following semester
under WMST 301. Projects may be interdisciplinary in
nature, should reflect a student’s area of interest and/or
enhance preparation for graduate study. Senior status.
Students may select a field research topic or a library
research project in a specialized area in contemporary
research in women’s studies. One hour. Staff.
301 – Women’s Studies Research Project – Students
who have prepared a research proposal for WMST 300
actually conduct the research and write up a report paper
in consultation with a faculty member with expertise in
the area of interest of the student. The final research
paper will be presented to members of the women’s
studies program by the end of the term in which the
research is conducted. Three hours. Staff.
308 – Comparative Feminist Theories – This course will
explore the different kinds of feminist theories produced
by a variety of thinkers both inside and outside academia.
The course will stress the interdisciplinary character of
women’s studies and the diversity of thought within feminist inquiry. Prerequisite: WMST 101 or consent of
instructor. Counts on the major/minor in women’s studies.
Offered alternate years. Three hours. Staff.
326 – Gender & Change in the Maya Diaspora – This
course explores the diversity of women’s familial, political, economic, and social realities in the Maya Diaspora.
Particular attention will be given to the shifting gender
and cultural patterns from pre-colonial times to the present. Through ethnographic readings, films, and class
activities, the course will examine the concept of diaspora, the processes of cultural change, resistance, and
retention, and the role that gender plays in these processes. Counts on the majors/minors in international studies,
and women’s studies. Same as INST 326. Three hours.
Staff.
347 – Women and Film – This course is designed as an
introduction to feminist film criticism, theory, and filmmaking. It examines both the images of women in classic cinema as well as films made by women and various
feminist film-making strategies. The first part of the
course is devoted to introducing students to the field of
film analysis and to examining the representation of
women on screen. In the second half of the course, we
will look at different manifestations of feminist film
making ranging from the traditional to the experimental,
addressing issues of race/ethnicity and sexuality in addition to those of gender. We will also look at women as
consumers of films, dealing thus with the reception
aspect of cinema and gender. Works include films
by American and European (German, French, Dutch)
film makers. Offered every three years. Four hours.
Ms. Eren.
361 – Gender Issues in Communications – After surveying the conceptual foundations of gender, the course
surveys research on gender differences in verbal and
non-verbal communication. Then, the course considers
these differences within contexts such as the family,
friendship, intimate relationship, school politics, and
various workplaces. Finally, the course considers how
mass media communications (television, movies, music,
advertising) affect societal and personal definitions of
gender. Throughout the course, the relationships among
gender, power, and communication are stressed.
Sophomore status. Same as COMM 361. Offered alternate years. Three hours. Ms. Conners.
450 – Field Studies in Women’s Studies - This course
provides an opportunity for interested students to gain
practical experience with the application of women's
studies principles and methodologies through field
placement with an appropriate community agency or
non-governmental organization. Prerequisites: three
hours of upper level women's studies, WMST 300, and
permission of the instructor. One term only. Senior
women's studies majors. Three hours. Staff.
455 –Internship in Women’s Studies - Students in this
course are placed in a community agency or non-governmental organization and follow an arranged set of readings relevant to their internship experience with their
instructor and site supervisor. Senior or junior status.
Prerequisite: six hours of upper level women's studies
and permission of the instructor. Application required;
see Internship Program. Three hours. Staff.
136
Courses Approved for
Collegiate Requirements
Below you will find a list of courses approved for the
Areas of Knowledge and Cross-Area Requirements.
This is not an exhaustive list and does not include
temporary designations, special topics courses, or recent
COURSE
AMST 309
AMST 350
AMST 351
AMST 355
AMST 356
AMST 357
ARTH 201
ARTH 202
ARTH 210
ARTH 211
ARTH 212
ARTH 213
ARTH 214
ARTH 215
ARTH 216
ARTH 217
ARTH 218
ARTH 219
ARTH 221
ARTH 223
ARTH 224
ARTH 225
ARTH 227
ARTH 228
ARTH 235
ARTH 240
ARTH 422
AMGT 441
ASTR 101
ASTR 231
ASTR 232
ASTR 235
ASTU 230
ASTU 231
ASTU 232
ASTU 290
ASTU 292
BIOL 121
BIOL 122
BIOL 124
BIOL 125
BIOL 127
BIOL 129
BIOL 155
BIOL 175
BIOL 181
BIOL 182
BIOL 335
BIOL 350
BIOL 400
BIOL 450
BIOL 487-488
BIOL 491-492
BIOL 496-498
BLST 160
BLST 201
BUSN 213
BUSN 313
BUSN 425
BUSN 450-451
BUSN 452
BUSN 491-492
BUSN 496-498
CHEM 111
CHEM 116
CHEM 117
approvals. For the most current information please
visit the curriculum website at http://www.rmc.edu/newcollegiate-curriculum/AOKCarbyDept.aspx.
AOK DESIGNATION
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Arts
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Arts
Arts & Literature - Arts
Civilizations - History as HIST 101 OR Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
CAR DESIGNATION
Multidisciplinary
Multidisciplinary
Multidisciplinary
Multidisciplinary
Multidisciplinary
Multidisciplinary
Non-Western
Non-Western
Western
Western
Western
Western
Western
Western
Western
Western
Non-Western
Non-Western
Non-Western
Multidisciplinary, Western
Experiential - Research
Experiential - Internship
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci (no lab)
Natural & Mathematical Sciences - Nat Sci (no lab)
Multidisciplinary
Non-Western
Non-Western
Non-Western, Multidisciplinary
Non-Western, Multidisciplinary
Non-Western, Multidisciplinary
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Arts
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Experiential - Travel
Computing
Experiential - Research, Capstone
Experiential - Research
Experiential - Research, Capstone
Experiential - Research
Experiential - Research, Capstone
Non-Western, Experiential - Travel
Western
Social Sciences - Psychology
Social Sciences - Sociology
Social Sciences - Business/Economics
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Multidisciplinary
Capstone
Experiential - Internship, Capstone
Capstone
Capstone, Experiential - Research
Capstone, Experiential - Research
137
Courses Approved for Collegiate Requirements
COURSE
CHEM 121
CHEM 122
CHEM 125
CHEM 130
CHEM 150
CHEM 160
CHEM 251-252
CHEM 325
CHEM 351-352
CHEM 400
CHEM 401
CHEM 442L
CHEM 487-488
CHEM 496-498
CHIN 211 & 212
CHIN 221
CLAS 201
CLAS 202
CLAS 203
CLAS 204
CLAS 205
CLAS 206
CLAS 210
CLAS 211
CLAS 212
CLAS 213
CLAS 214
CLAS 217
CLAS 218
CLAS 221
CLAS 401
CLAS 481-482
CLAS 487-488
CLAS 496-498
COMM 221
COMM 307
COMM 308
COMM 309
COMM 361
CSCI 106
CSCI 107
CSCI 111
CSCI 112
CSCI 181
CSCI 483-484
CSCI 485-486
DRAM 111
DRAM 211
DRAM 215
DRAM 310
DRAM 320
DRAM 330
DRAM 331
DRAM 341
DRAM 342
DRAM 422
ECON 201
ECON 203
ECON 323
ECON 383
ECON 422
ECON 440
ECON 445
ECON 450-451
ECON 491-492
ECON 496-498
EDUC 220
EDUC 221/222
EDUC 322
EDUC 346
EDUC 455
ENGL 211
ENGL 212
ENGL 231
ENGL 232
ENGL 233
ENGL 234
ENGL 235
ENGL 251
ENGL 252
AOK DESIGNATION
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
CAR DESIGNATION
Multidisciplinary
Experiential - Travel
Experiential - Research
Experiential - Research, Computing
Experiential - Research
Capstone, Experiential - Research
Capstone, Experiential - Research
Capstone, Experiential - Research
Experiential - Research
Capstone, Experiential - Research
Foreign Language
Non-Western, Experiential - Travel
Western
Western
Western
Western
Western
Western
Non-Western
Non-Western
Western
Western
Western
Western
Western
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Civilizations - History as HIST 101 OR Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Natural & Mathematical Sciences - Nat Sci w Lab
Capstone
Experiential - Research
Experiential - Research
Experiential - Research
Arts & Literature - Arts
Social Science - Political Science
Social Science - Political Science
Arts & Literature - Literature
Social Science - Women's Studies
Multidisciplinary
Multidisciplinary
Multidisciplinary
Multidisciplinary
Computing
Computing
Computing
Computing
Computing, Experiential - Travel
Capstone
Capstone, Experiential - Research
Natural & Mathematical Sciences - Math Sci w Lab
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts (3 times at 1-credit)
Arts & Literature - Arts OR Arts & Literature - Literature
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Computing
Experiential - Research
Social Sciences - Economics/Business
Social Sciences - Economics/Business
Multidisciplinary
Experiential - Travel
Experiential - Research
Capstone
Experiential - Research
Capstone, Experiential - Internship
Capstone, Experiential - Research
Capstone, Experiential - Research
Social Sciences - Education
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Experiential - Field Studies
Experiential - Field Studies
Computing
Experiential - Internship
Western
Western
138
Courses Approved for Collegiate Requirements
COURSE
ENGL 253
ENGL 255
ENGL 271
ENGL 272
ENGL 368
ENGL 391-392
ENGL 407-408
ENGL 491-492
ENGL 495
ENGL 496-498
EVST 101
EVST 105
EVST 245
EVST 305
EVST 380
EVST 405
EVST 450
EVST 451-452
EVST 496-498
FILM 210
FILM 215
FILM 243
FILM 244
FILM 261
FILM 262
FILM 292
FINA 228
FINA 350
FINA 351
FINA 481
FLET 201
FLET 202
FLET 203
FLET 204
FLET 205
FLET 206
FLET 221
FLET 222
FLET 227
FLET 230
FLET 231
FLET 232
FLET 248
FLET 271
FLET 272
FREN 211-212
FREN 215
FREN 216
FREN 221
FREN 241
FREN 256
FREN 261
FREN 273
FREN 351
FREN 352
FREN 435
FREN 437
FREN 443
FREN 445
FREN 472
FREN 487
FREN 488
FREN 491
FREN 492
FYEC 101-102
FYEC 103-104
FYEC 105-106
FYEC 107-108
FYEC 109-110
FYEC 111-112
FYEC 113-114
FYEC 115-116
FYEC 117-118
FYEC 119-120
FYEC 121-122
FYEC 123-124
FYEC 125-126
FYEC 127-128
FYEC 129-130
FYEC 131-132
AOK DESIGNATION
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
CAR DESIGNATION
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab OR Social Sciences: International Studies
Natural & Mathematical Sciences - Nat Sci w Lab
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Non-Western
Non-Western
Experiential - Research
Experiential - Research
Experiential - Research
Capstone, Experiential - Research
Experiential - Research
Multidisciplinary
Multidisciplinary, Non-Western
Multidisciplinary
Experiential - Research
Capstone
Experiential - Field Studies
Experiential - Internship
Experiential - Research
Western
Western
Non-Western, Multidisciplinary
Non-Western
Experiential - Travel
Capstone
Western
Western
Western
Western
Western
Western
Western
Western
Western
Non-Western
Non-Western
Non-Western, Multidisciplinary
Non-Western
Western
Western
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Arts
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Foreign Language
Foreign Language
Experiential Travel
Experiential Travel
Arts & Literature - Literature
Western
Western
Western
Western
Arts & Literature - Literature
Arts & Literature - Literature
Social Sciences - Psychology and Arts & Literature - Literature
Civilizations - History and Arts & Literature - Arts
Natural & Mathematical Sciences - Mathematics & Natural and Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab and Social Sciences - Political Science
Natural & Mathematical Sciences - Math Sci (no lab) and Social Sciences - Economics/Business
Natural & Mathematical Sciences - Nat Sci w Lab and Arts & Literature - Literature
Social Sciences - Psychology and Arts & Literature - Arts
Social Sciences - Sociology and Arts & Literature - Literature
Social Sciences - Sociology and Arts & Literature - Literature
Arts & Literature - Literature and Arts & Literature - Arts
Arts & Literature - Literature and Arts & Literature - Arts
Natural & Mathematical Sciences - Nat Sci (no lab) and Civilizations - Philosophy & Religious Studies
Social Sciences - Psychology and Arts & Literature - Literature
Social Sciences - Economics/Business and Arts & Literature - Literature
Social Sciences - Sociology and Arts & Literature - Literature
Social Sciences - Psychology and Civilizations - Philosophy & Religious Studies
139
Western
Western
Western
Western
Western
Experiential - Research
Experiential - Research
Experiential - Research
Experiential - Research
Non-Western
Computing
Non-Western
Non-Western
Non-Western
Western
Non-Western
Courses Approved for Collegiate Requirements
COURSE
FYEC 133-134
FYEC 135-136
FYEC 137-138
FYEC 139-140
FYEC 141-142
FYEC 143-144
FYEC 145-146
FYEC 147-148
FYEC 149-150
FYEC 151-152
FYEC 153-154
FYEC 155-156
FYEC 157-158
FYEC 159-160
FYEC 161-162
FYEC 163-164
FYEC 165-166
FYEC 167-168
FYEC 169-170
FYEC 171-172
FYEC 173-174
FYEC 175-176
FYEC 177-178
FYEC 179-180
FYEC 181-182
FYEC 183-184
FYEC 185-186
FYEC 187-188
FYEC 189-190
FYEC 191-192
FYEC 193-194
FYEC 195-196
FYEC 197-198
FYEC 199-200
FYEC 201-202
FYEC 203-204
FYEC 205-206
GEOL 101
GEOL 201
GEOL 312
GERM 211-212
GERM 221
GERM 222
GERM 227
GERM 245
GERM 251
GERM 315
GERM 425
GERM 426
GERM 495
GREK 211-212
GREK 341
GREK 344
GREK 345
GREK 346
GREK 481-482
GREK 487-488
GREK 496-498
HIST 100
HIST 101
HIST 111
HIST 112
HIST 211
HIST 212
HIST 221
HIST 230
HIST 241
HIST 242
HIST 250
HIST 251
HIST 252
HIST 281
HIST 282
HIST 290
HIST 301
HIST 302
HIST 319
HIST 321
HIST 322
HIST 323
AOK DESIGNATION
Social Sciences - Political Science and Arts & Literature - Arts
Social Sciences - Sociology and Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Math Sci (no lab) and Natural & Mathematical Sciences - Nat Sci w Lab
Social Sciences - Sociology and Arts & Literature - Literature
Social Sciences - Sociology and Natural & Mathematical Sciences - Nat Sci w Lab
Civilizations - History 100 and Arts & Literature - Literature
Social Sciences - Economics/Business and Arts & Literature - Literature
Arts & Literature - Literature and Natural & Mathematical Sciences - Nat Sci (no lab)
Social Sciences - Sociology and Arts & Literature - Literature
Natural & Mathematical Sciences - Math Sci (no lab) and Social Sciences - Economics/Business
Social Sciences - Sociology and Arts & Literature - Arts
Civilizations - History 100 and Arts & Literature - Arts
Social Sciences - Psychology and Arts & Literature - Literature
Social Sciences - Sociology and Arts & Literature - Literature
Natural & Mathematical Sciences - Nat Sci w Lab and Arts & Literature - Arts
Natural & Mathematical Sciences - Nat Sci w Lab and Arts & Literature - Literature
Social Sciences - Economics/Business and Social Sciences - Political Science
Social Sciences - Psychology and Arts & Literature - Literature
Natural & Mathematical Sciences - Nat Sci w Lab and Social Sciences - Sociology
Social Sciences - Economics/Business and Arts & Literature - Literature
Natural & Mathematical Sciences - Math Sci (no lab) and Arts & Literature - Arts
Natural & Mathematical Sciences - Nat Sci w Lab and Arts & Literature - Arts
Natural & Mathematical Sciences - Nat Sci w Lab and Civilizations - Philosophy & Religious Studies
Natural & Mathematical Sciences - Nat Sci w Lab and Social Sciences - Economics/Business
Natural & Mathematical Sciences - Nat Sci w Lab and Natural & Mathematical Sciences - Math Sci (CSCI) no Lab
Arts & Literature - Arts and Arts & Literature - Literature
Social Sciences - Sociology and Arts & Literature - Arts
Social Sciences - Psychology and Civilizations - Philosophy & Religious Studies
Arts and Literature - Literature and Civilizations: History
Natural & Mathematical Sciences - Nat Sci w Lab and Natural & Mathematical Sciences - Math Sci (CSCI) no Lab
Arts and Literature - Arts
Social Sciences - Sociology
Arts and Literature - Literature and Natural & Mathematical Sciences - Math Sci (CSCI) no Lab
Mathematical Sciences - Math Sci (STAT) no Lab and Natural & Mathematical Sciences - Nat Sci w Lab
Arts and Literature - Literature
Social Sciences - Psychology and Social Sciences - Economics/Business
Arts & Literature - Arts and Arts & Literature - Literature
Natural & Mathematical Sciences - Nat Sci w Lab
Foreign Language
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Arts
CAR DESIGNATION
Computing
Non-Western
Computing
Western
Non-Western
Computing
Computing
Western
Computing
Western
Computing, Western
Computing
Non-Western
Experiential - Research
Experiential - Research
Western
Western
Western
Western
Arts & Literature - Literature
Arts & Literature - Literature
Western
Experiential - Research
Experiential - Research
Experiential - Research, Capstone
Foreign Language
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Western
Western
Western
Western
Experiential - Research
Experiential - Research
Experiential - Research
Civilizations - History
Civilizations - History
Civilizations - History
Civilizations - History
140
Western
Western
Western, Experiential - Research
Western, Experiential - Research
Non-Western
Western, Experiential - Research
Western
Western
Western, Multidisciplinary
Non-Western
Non-Western
Non-Western
Non-Western
Non-Western, Multidisciplinary
Western
Western
Multidisciplinary
Western
Western
Western
Courses Approved for Collegiate Requirements
COURSE
HIST 324
HIST 325
HIST 326
HIST 327
HIST 328
HIST 332
HIST 333
HIST 337
HIST 338
HIST 342
HIST 347
HIST 348
HIST 352
HIST 354
HIST 361
HIST 365
HIST 367
HIST 371
HIST 372
HIST 375
HIST 376
HIST 386
HIST 387
HIST 391
HIST 392
HIST 394
HIST 396
HIST 397
HIST 401
HIST 450-451
HIST 481-482
HIST 487-488
HIST 491-492
HIST 496-498
HONR 123
HONR 150
HONR 215
HONR 217
HONR 225
HONR 226
HONR 228
HONR 243
HONR 246
HONR 247
HONR 248
HONR 249
HONR 250
HONR 251
HONR 252
HONR 253
HONR 254
HONR 255
HONR 256
HONR 257
HONR 258
HONR 259
HONR 260
HONR 261
HONR 262
HONR 263
HONR 265
HONR 266
HONR 267
HONR 268
HONR 269
HONR 270
HONR 271
HONR 272
HONR 273
HONR 274
HONR 275
HONR 276
HONR 277
INST 245
INST 251
INST 261
INST 270
INST 321
INST 391-392
INST 422
AOK DESIGNATION
CAR DESIGNATION
Western
Western
Western
Western
Western, Experiential - Research
Western, Non-Western
Western
Western
Western
Western
Non-Western, Experiential - Research
Non-Western, Experiential - Research
Western, Multidisciplinary, Experiential - Research
Western, Experiential - Research
Non-Western, Experiential - Research
Non-Western, Experiential - Research
Non-Western
Western, Experiential - Research
Western, Experiential - Research
Western, Experiential - Research
Western, Experiential - Research
Western, Experiential - Research
Western
Non-Western, Experiential - Research
Non-Western, Experiential - Research
Non-Western
Non-Western, Experiential - Research
Non-Western, Experiential - Research
Capstone
Experiential - Internship
Experiential - Research
Experiential - Research
Experiential - Research
Experiential - Research
Multidisciplinary, Western
Civilizations - History as HIST 101
Arts & Literature - Literature
Arts & Literature - Arts
Social Science - Sociology
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Arts & Literature - Literature
Arts & Literature - Arts
Social Sciences - Sociology
Social Sciences - Political Science
Natural & Mathematical Sciences - Mathematics
Natural & Mathematical Sciences - Math Sci w Lab
Arts & Literature - Arts
Social Sciences - Political Science
Natural & Mathematical Sciences - Nat Sci w Lab
Arts & Literature - Literature
Natural & Mathematical Sciences - Mathematics
Social Sciences - Sociology
Social Sciences - Sociology
Arts & Literature - Arts
Natural & Mathematical Sciences - Nat Sci no Lab
Arts & Literature - Literature
Civilizations - Philosophy & Religious Studies
Natural & Mathematical Sciences - Nat Sci w Lab
Civilizations - Philosophy & Religious Studies
Arts & Literature - Arts OR Arts & Literature - Literature
Arts & Literature - Literature
Social Sciences - Business/Economics
Social Science - Political Science OR Arts & Literature - Arts
Civilizations - Philosophy & Religious Studies
Natural & Mathematical Sciences - Mathematics
Arts & Literature - Literature
Arts & Literature - Literature
Natural & Mathematical Sciences - Nat Sci w Lab
Civilizations - History as HIST 100
Arts & Literature - Arts
Multidisciplinary, Non-Western
Western
Computing
Multidisciplinary
Multidisciplinary
Computing
Multidisciplinary
Computing
Non-Western
Western
Western, Multidisciplinary
Western
Western, Multidisciplinary
Multidisciplinary
Western, Multidisciplinary
Experiential - Travel
Western, Multidisciplinary
Multidisciplinary
Experiential - Travel
Western
Multidisciplinary, Non-Western
Social Sciences - Business/Economics
Arts & Literature - Arts
Social Sciences - International Studies
Social Sciences - International Studies
Social Sciences - International Studies
Social Sciences - International Studies
Social Sciences - International Studies
Multidisciplinary
141
Multidisciplinary
Experiential - Research
Capstone, Experiential - Research
Courses Approved for Collegiate Requirements
COURSE
INST 448-449
INST 452-453
INST 487-488
INST 493-494
INST 496-498
JAPN 211-212
JAPN 220
JAPN 221
LATN 211-212
LATN 215
LATN 341
LATN 342
LATN 343
LATN 344
LATN 345
LATN 346
LATN 347
LATN 348
LATN 487-488
LATN 496-498
MATH 105
MATH 107
MATH 111
MATH 113
MATH 120
MATH 123
MATH 131
MATH 132
MATH 141
MATH 142
MATH 203
MATH 270
MATH 415
MATH 470
MATH 487
MATH 488
MUSC 110
MUSC 111
MUSC 200
MUSC 210
MUSC 211
MUSC 212
MUSC 215
MUSC 230
MUSC 240
MUSC 260
MUSC 270
MUSC 278
MUSC 301-309
MUSC 310
MUSC 341, 342
MUSC 371
MUSC 420
MUSC 422
MUSC 450
PHIL 211
PHIL 212
PHIL 220
PHIL 225
PHIL 234
PHIL 251
PHIL 252
PHIL 260
PHIL 280
PHIL 308
PHIL 322
PHIL 328
PHIL 363
PHIL 370
PHIL 371
PHIL 401
PHIL 404
PHIL 405
PHIL 450
PHIL 496-498
PHED 101
PHED 103
PHED 104
AOK DESIGNATION
CAR DESIGNATION
Capstone
Capstone
Experiential - Research
Capstone, Experiential - Research
Capstone, Experiential - Research
Foreign Language
Arts & Literature - Literature
Non-Western
Non-Western, Experiential - Travel
Foreign Language
Foreign Language
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
Western
Western
Western
Western
Western
Western
Western
Western
Experiential - Research
Experiential - Research
Natural & Mathematical Sciences - Mathematics
Natural & Mathematical Sciences - Mathematics
Natural & Mathematical Sciences - Math Sci other
Natural & Mathematical Sciences - Math Sci other
Natural & Mathematical Sciences - Mathematics
Natural & Mathematical Sciences - Mathematics
Natural & Mathematical Sciences - Mathematics
Natural & Mathematical Sciences - Mathematics
Natural & Mathematical Sciences - Mathematics
Natural & Mathematical Sciences - Mathematics
Natural & Mathematical Sciences - Mathematics
Computing
Computing
Computing
Computing
Computing
Experiential-Travel,Non-Western,Multidisciplinary
Capstone
Experiential - Travel, Multidisciplinary, Western
Experiential - Research
Experiential - Research
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Western
Western
Western
Non-Western
Computing
Experiential - Travel, Experiential - Research
Arts & Literature - Arts
Arts & Literature - Arts (3 of the same course at 1-credit)
Arts & Literature - Arts (3 times at 1-credit)
Western
Computing
Experiential - Research
Experiential - Research
Experiential - Internship
Multidisciplinary
Arts & Literature - Arts
Arts & Literature - Arts
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Western, Non-Western
Multidisciplinary
Multidisciplinary, Western
Western
Western
Multidisciplinary
Western
Western
Capstone
Western, Non-Western
Multidisciplinary
Experiential - Internship
Experiential - Research
Wellness
Wellness
Wellness
142
Courses Approved for Collegiate Requirements
COURSE
PHED 105
PHED 106
PHED 111
PHYS 105
PHYS 130
PHYS 151
PHYS 152
PHYS 205
PHYS 210
PHYS 250
PHYS 300
PHYS 496-498
PSCI 201
PSCI 202
PSCI 301
PSCI 307
PSCI 308
PSCI 321
PSCI 328
PSCI 333
PSCI 334
PSCI 335
PSCI 336
PSCI 337
PSCI 391-392
PSCI 401
PSCI 450
PSCI 455
PSCI 456
PSCI 487-488
PSCI 491-492
PSCI 496-498
PSYC 115
PSYC 120
PSYC 125
PSYC 130
PSYC 135
PSYC 140
PSYC 145
PSYC 150
PSYC 155
PSYC 160
PSYC 162
PSYC 165
PSYC 175
PSYC 180
PSYC 186
PSYC 200
PSYC 201
PSYC 318, 319, 329
PSYC 349, 359
PSYC 433
PSYC 450-451
PSYC 455-456
PSYC 487-488
PSYC 491-492
PSYC 496-498
RELS 112
RELS 205
RELS 211
RELS 212
RELS 221
RELS 222
RELS 225
RELS 227
RELS 229
RELS 235
RELS 237
RELS 240
RELS 243
RELS 245
RELS 251
RELS 271
RELS 323
RELS 335
RELS 336
RELS 343
RELS 384
AOK DESIGNATION
Wellness
Wellness
Wellness
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci w Lab
Natural & Mathematical Sciences - Nat Sci (no lab)
CAR DESIGNATION
Experiential - Research
Capstone, Experiential - Research
Social Sciences - Political Science
Social Sciences - Political Science
Social Sciences Social Sciences Social Sciences Social Sciences -
Computing, Experiential - Research
Multidisciplinary
Multidisciplinary
Multidisciplinary
Non-Western
Non-Western
Non-Western
Non-Western
Non-Western
Non-Western
Experiential - Research
Capstone
Experiential - Internship
Experiential - Internship
Experiential - Internship
Experiential - Research
Experiential - Research
Experiential - Research
Western
Political Science
Political Science
International Studies
Political Science
Social Sciences - Psychology
Social Sciences - Psychology
Social Sciences - Psychology
Social Sciences - Psychology
Social Sciences - Psychology
Social Sciences - Psychology
Social Sciences - Psychology
Social Sciences - Psychology
Social Sciences - Psychology
Social Sciences - Psychology
Social Sciences - Psychology
Social Sciences - Psychology
Social Sciences - Psychology
Social Sciences - Psychology
Western
Western
Non-Western, Experiential - Travel
Non-Western
Non-Western
Multidisciplinary, Non-Western, Experiential -Travel
Experiential - Travel, Non-Western
Social Sciences: Psychology
Computing, Experiential - Research
Experiential - Research
Experiential - Research
Capstone, Western
Experiential - Field Studies
Experiential - Internship
Experiential - Research
Experiential - Research
Experiential - Research
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Non-Western
Western
Non-Western
Non-Western
Western
Experiential - Travel
Experiential - Travel, Western
Experiential - Travel, Non-Western
Western
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Civilizations - Philosophy & Religious Studies
Western
Western
143
Courses Approved for Collegiate Requirements
COURSE
RELS 401
RELS 487-488
RELS 491-492
RELS 496-498
SOCI 200
SOCI 202
SOCI 210
SOCI 212
SOCI 215
SOCI 217
SOCI 219
SOCI 224
SOCI 225
SOCI 227
SOCI 228
SOCI 230
SOCI 241
SOCI 260
SOCI 265
SOCI 270
SOCI 300
SOCI 400
SOCI 410
SOCI 420
SOCI 430
SOCI 440
SOCI 450-451
SOCI 455
SOCI 460
SOCI 496-498
SPAN 211-212
SPAN 215
SPAN 241
SPAN 351
SPAN 352
SPAN 371
SPAN 372
SPAN 452
SPAN 453
SPAN 456
SPAN 458
SPAN 487-488
SPAN 491-492
STAR 241
STAR 243
STAR 244
STAR 246
STAR 250
STAR 251
STAR 252
STAR 255
STAR 256
WMST 101
WMST 102
WMST 202
WMST 250
WMST 281
WMST 282
WMST 347
WMST 361
WMST 300 & 301
WMST 300 & 450
WMST 300 & 455
AOK DESIGNATION
Social Sciences - Sociology
Social Sciences - Sociology OR Social Sciences - Women's Studies
Social Sciences - Sociology
Social Sciences - Sociology
Social Sciences - Sociology
Social Sciences - Sociology
Social Sciences - Sociology
Social Sciences - Sociology
Social Sciences - Sociology
Social Sciences - Sociology
Social Sciences - Sociology
Social Sciences - Sociology
Social Sciences - Sociology
Social Sciences - Sociology
Social Sciences - Sociology
Social Sciences - Sociology
Foreign Language
Foreign Language
Arts & Literature - Literature
Arts & Literature - Literature
Arts & Literature - Literature
CAR DESIGNATION
Capstone
Experiential - Research
Experiential - Research
Experiential - Research
Western
Non-Western
Non-Western
Western
Western
Western
Western
Western
Western
Non-Western
Western
Non-Western
Non-Western, Multidisciplinary
Non-Western, Experiential - Travel
Experiential - Research, Computing
Capstone, Experiential - Research
Capstone, Experiential - Research
Capstone, Experiential - Research
Capstone, Experiential - Research
Capstone, Experiential - Research
Capstone, Experiential - Research
Capstone
Capstone, Experiential - Research
Capstone, Experiential - Research
Western
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Arts & Literature - Arts
Social Sciences - Women's Studies
Social Sciences - Women's Studies
Social Sciences - Women's Studies OR Social Sciences - Sociology
Social Sciences - Women's Studies
Social Sciences - Women's Studies
Arts & Literature - Arts
Social Sciences - Women's Studies
Western, Multidisciplinary
Western
Western
Western
Western
Western
Experiential - Research
Experiential - Research
Multidisciplinary, Western
Western, Multidisciplinary
Multidisciplinary
Capstone, Experiential - Research
Capstone, Experiential - Field Studies
Capstone
144
Campus Life
The college believes learning extends beyond the
classroom and into every aspect of campus life. The college offers a large number of academic, social, recreational, and leadership opportunities for its students. In
keeping with the college’s mission, these co-curricular
activities foster the development of the mind and character of our students.
ities are the basis for life and conduct at the college. The
orientation program for new students includes a presentation and an explanation of the Code of Academic
Integrity. The code is printed in full in Fishtales, the student handbook.
College regulations concerning student life and student conduct are fully supported by the student government and are published annually in Fishtales, the student handbook, which is distributed to all students at the
beginning of the fall semester.
Student Affairs
The Office of the Dean of Students administers the
departments within Student Affairs in coordinated
efforts to create integrated learning opportunities, contribute to each student’s transformative liberal arts education, and foster a sense of community throughout the
college in order to help students fulfill their potential as
scholars, young adults, and informed citizens. The areas
within the Student Affairs program include Student
Development, Campus Safety, Brock Sports and
Recreation Center, Residence Life and Housing, Judicial
Affairs, Student Life and Programs, The Center for
Career and Counseling Services, The Center for Student
Health Services, New Student Orientation, and the
Chaplaincy.
Student Affairs embraces the following educational vision, mission, and values: Vision – The members of
Student Affairs at Randolph-Macon College are educators who collaborate with the college community to
enhance the on-going development of the mind, body,
and character of students. Mission – Student Affairs
upholds the mission of the college by serving as a catalyst to create a community that embodies civility and
respect and is focused on supporting students’ liberal
arts education. Values – In pursuit of the mission and
vision, Student Affairs adopts the following values:
learning and personal growth; personal engagement
with all Randolph-Macon constituencies; accountability
and responsibility; collaboration; and global awareness
and diversity.
Orientation for New Students
All new students (first-year and transfers) complete
an orientation program to learn about Randolph-Macon
requirements, traditions, academic standards, and educational and co-curricular opportunities. This orientation
program occurs prior to the fall term.
Residency Requirements: Randolph-Macon
College requires that all students live in college-owned
housing unless they are residing with their parents,
guardians, or spouses; 22 years of age or older; part-time
students with eight or fewer semester hours; or those
students who have special medical or personal considerations which must be accommodated (documentation is
required) through Disability Support Services.
Due to capacity constraints, there will be times
when the college will permit other students to move off
campus. When this permission is given, the criteria for
students selected will be based on class seniority and
will be regulated by the Office of Residence Life and
Housing. The authorization to live off-campus will be
granted for that particular academic year only.
A waiver and emergency card must be signed and
approved in the Office of Residence Life and Housing
for every student living off-campus. If this Residence
Requirement Waiver is not completed, the student will
be billed for room and board as a residential student.
Residence halls, special interest housing, and fraternity and sorority houses provide accommodations for
the majority of students. Students may not live off campus without approval of the Director of Residence Life
and Housing. Students must be enrolled to live in a residential facility on campus.
Professional Residence Life staff members live on
the campus and are responsible for the total operation of
the residential areas, including the supervision of staff,
advising and counseling individuals and groups, coordinating residence hall programs, and administering residence hall policies.
In each residence hall, there are upper class Resident
Assistants who work cooperatively with students in promoting a positive living and learning environment. Their
role is a varied and significant one which emphasizes creating an environment that will contribute to the intellectual, social, and cultural development of the residents.
Residence Life and Housing Program
Student Regulations
Every student who joins the Randolph-Macon
community is expected to embrace high standards of
personal integrity and behavior. The college has developed regulations covering both academic matters and
student conduct which serve as guidelines for implementing this person-centered philosophy. If at any time
the conduct of a student reflects a disregard for the principles of social responsibility and self discipline or
becomes detrimental to the welfare of other students
and/or to the best interest of the college, the administration reserves the right to require that student’s withdrawal from Randolph-Macon College.
Every student who enters Randolph-Macon College
is expected to make a personal commitment to the principles of honor and integrity, which have long been crucial components in the academic community. These qual-
145
Campus Life
Almost all residence hall rooms at RandolphMacon are double occupancy, and the college reserves
the right to assign two students to each double room.
Therefore, single occupancy rooms are not normally
available.
Each occupant is furnished with bed, mattress,
desk, and dresser. Window blinds are provided in all residence halls. Students may supply their own accessories.
Any damage to an assigned room will be charged
against the contingency deposit. Students of entire floors
or sections of residence halls may be held collectively
responsible for damage to areas or equipment on the
floor other than the rooms themselves. This principle
may be applied to occupants of an entire residence hall.
New students are assigned to residence hall rooms
by the Office of Residence Life and Housing prior to
their arrival at school. Room assignments are based
upon information gathered from forms completed by
each new student. These forms are mailed out by the
admissions office. Applicants who wish to room together must both have paid their deposit and requested each
other on the new student housing form. Students currently enrolled in the college make their room reservations for the new session on a designated day in the
spring. Before a student can reserve a room, the reservation deposit (for new students) and the preregistration
payment (for returning students) for the following year
must have been paid.
All Randolph-Macon College students who reside
in the residence halls or apartments/houses are bound to
all sections of the housing contract. No subletting of
rooms in whole or part is allowed. No one is entitled to
transfer one’s room or reservation to another.
Regulations concerning the residence halls are contained in Fishtales, the student handbook. Students may
occupy their rooms on the dates specified by the college
calendar and are expected to vacate them during the
Thanksgiving break, semester break, January term
break, and spring break vacations, and at the close of
final examinations at the end of each term. The residence halls are closed during the summer months,
except during the summer term and special programs.
est and fraternity and sorority houses, are required to
board in the college dining hall. There are several meal
plan options. For more information refer to the section
on Fees.
Student Government
The Student Government Association, which
derives its authority and responsibility from the administration, provides an important opportunity for students
to develop knowledge and experience in the use of basic
democratic processes. The major working units of the
Student Government Association are a senate of 21
members, the Campus Events Committee, in conjunction with the Student Judicial Board, the Panhellenic and
Interfraternity Councils, and the Residence Hall
Association.
The college encourages student self-government
within the established guidelines and supports student
leaders in carrying out their responsibilities.
Students participate in many decision-making bodies at the college and meet regularly with the president
of the college and a standing committee of the Board of
Trustees. In addition, students sit on several faculty
committees as full voting members.
Student Development is the overarching area encompassing the Office of Fraternity and Sorority Life, the
Office of Commuter Life, and the Office of Student
Development Assessment, as well as advising the Student
Government Association and the Class Board System.
Student Development
Fraternity and Sorority Life
Fraternities have been a part of the college since
1869. These organizations provide opportunities for students to broaden their educational experiences and enrich
their personal lives. The Greek organizations are regulated by the policies and procedures of the college. There
are 13 inter/national Greek-letter fraternities and sororities on the campus. The following list includes the initial
date of establishment at the college: Kappa Alpha Order,
1869; Kappa Sigma, 1888; Theta Chi, 1949; Sigma
Alpha Epsilon, 1967; Sigma Phi Epsilon, 1906; Phi Delta
Theta, 1874; and Phi Kappa Sigma, 1874 (for men); and
Phi Mu, 1982; Kappa Alpha Theta, 1984; Alpha Gamma
Delta, 1987; Delta Zeta, 1991; and Alpha Kappa Alpha,
Inc., 2009 (for women).We are also privileged to have
Alpha Phi Omega Service Fraternity (co-ed).
The Interfraternity Council is the governing body
of the fraternity community, and the Panhellenic
Council is the governing body for the sororities on campus. These two organizations are responsible for formulating policies on recruitment and new member education that touch upon fraternity/sorority relationships to
the college administration and the total academic com-
The Randolph-Macon College Parents
Association
The Randolph-Macon College Parents Association
strives to involve parents in an array of campus and
regional activities that promote the image and reputation
of Randolph-Macon, support the financial needs of the
college through a vibrant Parents Fund, attract qualified
and serious student applicants, and make the college
experience a positive one for parents and families.
These members are listed in the directory.
Dining Hall
The college operates its own dining hall. Students
who live in on-campus housing, including special inter-
146
Campus Life
munity. They also help to provide leadership experience
and training for fraternity and sorority members. There
are three inter/national Greek honor societies established
at Randolph-Macon College: The National Order of
Omega Leadership Honorary Society, Gamma Sigma
Alpha Academic Honor Society, and Rho Lambda
Panhellenic Honor Society.
Almost every department encourages interested students to become involved in their departmental organizations. Following is a partial list of departmental organizations: Business/Economics Club, French Club,
Philosophy Club, Political Science Students
Association, Pre-Med Society, Society of Physics
Students, Sociology and Anthropology Club, Student
Affiliates of American Chemistry Society, the Student
Education Association, and the Association for
Computing Machinery.
Student Publications – Randolph-Macon students
edit and publish The Yellow Jacket campus newspaper
and The Yellow Jacket annual. The editors are selected
by the Board of Student Publications, which is composed of faculty advisers, student editors, dean of students, and two students appointed by the president of the
Student Government Association. Writing and editing
opportunities are also available through Stylus, an annual literary magazine published by the Washington
Literary Society.
Randolph-Macon College has a unique Commuter
Life Program. A Commuter Student Association works
specifically with commuter students, using the
Commuter Lounge in the Brown Campus Center as a
base. Commuter life is enhanced by social and educational programs designed to strengthen this community.
The Commuter Student Association works as a liaison
between commuter students and college administrators
as well as serves as a point of connection and advocate
for involvement on campus.
Commuter Life
Student Life and Programs is the overarching area
encompassing the Office of Student Leadership, the
Gender Resource Center, the Office of Student
Activities, and Multicultural Affairs.
Student Life and Programs
Leadership
The Office of Student Leadership directs programs
and services to enhance sudent leadership development
and provide opportunities for co-curricular involvement
at Randolph-Macon College. Leadership development is
a continual process. Accordingly, a diverse range of programs catering to a variety of student needs is offered
each semester. These opportunities help students gain an
understanding of self, a working knowledge of leadership, and a connection with the community, resulting in
stronger student organizations and confident student
leaders.
The Office of Student Leadership is tasked with
overseeing the overall student organization structure,
including all recognized student organizations. In addition, the Director of Student Leadership is responsible
for all student organization fundraising approvals, and
all campus e-mails for student organizations.
Special Interest Groups – Many organizations are
available for students with special interests. Student
groups provide opportunities for activities in music,
drama, recreation, volunteer services, and other areas.
Students are encouraged to pursue their interests with
the aid of the Office of Student Leadership. A list of
organizations is published on the college Web site.
Departmental
and
Honorary/Professional
Organizations – Randolph-Macon has had a chapter of
Phi Beta Kappa honorary academic fraternity since
1923. Omicron Delta Kappa national leadership fraternity has been chartered at the college since 1933. Alpha
chapter of Chi Beta, an honorary science fraternity
founded at the college in 1916, is also active on campus.
Other national academic honorary fraternities with the
date of their establishment at the college include; Delta
Sigma Rho-Tau Kappa Alpha, Forensics, 1911; Beta
Beta Beta, Biological, 1945; Alpha Psi Omega, Drama,
1964; Eta Sigma Phi, Classics, 1968; Pi Delta Phi,
French, 1970; Phi Alpha Theta, History, 1983; Sigma Pi
Sigma, Physics, 1985; Psi Chi, Psychology, 1990; and
Sigma Delta Pi, Spanish, 1991.
Student Organizations
Gender Resource Center
The Gender Resource Center (GRC) directs programs and services to enhance the quality of life of all
Randolph-Macon students by encouraging a campus
environment that is conducive to respectful interactions
between women and men, facilitating women’s empowerment, and promoting men’s awareness and action on
gender-related issues. Values and philosophy include: 1.
Gender issues are equally pertinent to females, males,
and people of any sexual orientation. 2. All students
desire safety, equity, and an environment that encourages their intellectual and emotional growth. 3. The
Gender Resource Center advocates for women and all
members of the college on gender-related issues, and
provides a safe space for respectful dialogue on gender
issues. 4. The Gender Resource Center is also committed to coordinating and providing support for R-MC student organizations concerned with gender issues.
A volunteer, student-led Gender Relations Council
aids the GRC in selecting programs and in highlighting
gender-related issues on campus. Each year, the GRC
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Campus Life
sponsors the Seymour Award, which recognizes an
alumna of distinction, and the Women of Excellence
Award, which honors the outstanding leadership of a
female student on campus.
Break volunteer worktrips. Students are also encouraged to become involved in efforts to deal with problems of hunger, war, racism, heterosexism, and human
rights abuses.
The Office of the Chaplain also provides counseling and co-sponsors the Brown Lectureship. The Office
of the Chaplain and the Office of Volunteer Services are
located on the second floor of the campus center.
Student Activities
The Office of Student Activities seeks to work collaboratively with students, staff, and faculty to provide a
wide array of opportunities that are fun, exciting, relaxing, and educational. Student Activities’ goals parallel
those of the college itself, in providing experiences in a
framework that promotes learning and student engagement. The goals highlight the fullest individual and
social growth of each person.
Athletics, Sports, and Intramurals
A program of intercollegiate athletics, intramural
sports, and required physical education courses provides
Randolph-Macon students with varied opportunities for
physical proficiency.
Intercollegiate Athletics — The varsity intercollegiate program, which is open to all students, consists of
15 sports: men’s teams in football, baseball, and golf;
men’s and women’s teams in basketball, lacrosse, tennis,
and soccer; and women’s field hockey, softball, swimming, and volleyball teams.
In both men’s and women’s sports, the college is a
member of the National Collegiate Athletic Association
(NCAA) Division III and the Old Dominion Athletic
Conference (ODAC). All teams at Randolph-Macon
regularly compete against other ODAC members as well
as selected area non-conference schools. In addition to
Randolph-Macon College, the ODAC includes
Bridgewater College, Eastern Mennonite University,
Emory & Henry College, Lynchburg College, Roanoke
College, Randolph College, Virginia Wesleyan College,
and Washington & Lee University, all of which are from
the state of Virginia, and Guilford College of North
Carolina. Hampden-Sydney College (an all men’s
school) and women’s colleges Hollins and Sweet Briar
are also ODAC members. Area non-conference schools
such as Catholic University (D.C.) and Mary
Washington College are also often included on
Randolph-Macon schedules.
The conditions under which a student is eligible to
represent the college in intercollegiate athletics are stated under Academic Regulations.
Intramural Sports — The intramural program
gives every student, regardless of his or her athletic ability, the opportunity to participate in a variety of athletic
activities. During the fall, men and women compete in
flag football, sand volleyball, and indoor soccer. During
the winter, there are basketball leagues and ping pong,
racquetball, and billiards tournaments for men and
women. In the spring, men and women play indoor volleyball, softball, and ultimate Frisbee.
The Student Intramural Board plans and directs all
intramural activities in concert with the director of intramurals in the Brock Center.
Facilities — The Brock Center, a 73,000-squarefoot facility devoted to student sports, recreation, and
Multicultural Affairs was founded on the premise
that meaningful interaction with diverse (e.g., culturally,
ethnically, socially, economically, spiritually, politically,
etc.) individuals and perspectives can enhance the mind
and character of the individual and the community. To
encourage and support this interchange, Multicultural
Affairs uses interactive workshops, guest lecturers and
artists, films, group discussions, theater, literature, and
student organizations to provide the foundation on
which real sharing and ultimately appreciation of the
importance of diversity can begin to take place. The end
goal is to help prepare a community of world citizens
who will leave R-MC seeking, understanding and valuing the contributions of all people.
Multicultural Affairs
Religious Life and Volunteer Services
The college is proud of its relationship with the
United Methodist Church and seeks to provide programs
that enhance the spiritual life of all students through a
variety of religious programs.
Religious life programs and organizations are sponsored by the Office of the Chaplain and the Campus
Ministries Council. These campus ministry organizations include Roman Catholic, InterVarsity, and
Fellowship of Christian Athletes. The chaplain also provides ministry to students of other faiths and leads spiritual life and social issues discussions. These groups
conduct weekly gatherings, bible studies, small groups,
retreats, and social events. Through the Campus
Ministries Council, they jointly sponsor campus worship
services, social events, community service projects, and
spring break mission trips.
The following activities are important aspects of
Randolph-Macon's effort to promote social awareness
and community service: Alpha Phi Omega, Habitat for
Humanity, Big Brother/Big Sister, Winterization,
Humane Society, Leadership Council, Amnesty
International, and Organization of Sexual Minorities and
Allies (OSMA). Other activities include tutoring, nursing home visits, meals programs, Red Cross, and Spring
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Campus Life
fitness, is the largest non-academic building on campus.
The center contains a field house with three multi-purpose courts for basketball, volleyball, indoor soccer and
tennis, badminton, and pickleball; a six-lane, 25-yard
swimming pool; a one-tenth mile, three-lane running
track; weight conditioning and aerobic fitness equipment; an aerobics room; racquetball and squash courts;
and an 18-foot rock climbing wall. A professional and
student staff provides a multitude of intramural, recreational, instructional, and competitive activities open to
all R-MC students, faculty, and staff.
Crenshaw Gymnasium, erected in 1964, and renovated in 2005, has a 1,680-seat basketball area. There
are offices, dressing rooms, showers, classroom, and a
conference room. A separate athletic building houses a
modern weight room, offices, and a conference and
audiovisual room.
Alumni Gymnasium is used for physical education
and varsity athletics. A gallery with running track surrounds it. There are showers, dressing rooms, an equipment room, and a training room.
To the north of the Crenshaw Gymnasium is fiveacre Day Field for football, baseball, and intramural
sports and the Hugh Stephens Baseball Field.
Also located on campus are 10 all-weather tennis
courts and Blincoe Field, used for soccer.
The women’s soccer field and the new Nunnally
Field for hockey and lacrosse are located just west of the
tennis courts.
and evaluated by a local lab that can file any fees with
the student’s insurance with no out of pocket student
expense at time of visit. Several medications (intravenous, oral, and intramuscular) are available to treat a
variety of symptoms and illnesses, including antibiotics,
gastrointestinal symptoms, respiratory, and pain management. Allergy injections are administered for students requiring these services. Students may keep their
serum at the Center.
The Center for Student Health Services provides
many services at no cost to the students. Services or
medications requiring a nominal fee are charged directly to the Student Account. The center does not bill insurance and no cash payment is required at the time of visit.
Our services will continue to focus on the diagnosis,
treatment, and prevention of medical issues relevant to
our student population here at Randolph-Macon.
When medical assistance is required in the evening
or on weekends, students use the emergency room services
provided by Richmond hospitals and the services of the
local volunteer rescue squad. The college does not provide
transportation for any medical visits off-campus.
The State of Virginia requires that each new student
have an immunization/medical examination record on file
prior to entrance to the college. The required RandolphMacon Health Record form will be mailed to the student
and this form should be completed by the family physician and returned directly to the Student Health Center by
the specified date. Failure to do so will mean the student’s
file is incomplete, and the student may not register for
classes or reside on campus until this is completed.
The mission of The Center for Student Health
Services is to maintain or restore the health of the students of Randolph-Macon College in order to support
them in achieving their academic goals. It is the intent of
the Center to deliver quality medical care in a cost effective manner while treating episodic and acute illnesses
or injuries, evaluating and treating acute exacerbations
of chronic illnesses, and providing wellness education
for the long-term benefit of the students. The mission
will be filled through a wide spectrum of services and
programs, such as comprehensive primary care for
health and wellness with an emphasis on the individual
student’s needs; emergent medical care for acute traumatic injuries and illnesses; medical surveillance and
recommendations for the campus on a range of health
promotion and disease prevention initiatives; comprehensive women’s health services; and orthopedic treatment services, consultation, and specialty referral assistance to the Athletic Training Department and Sports
Medicine Program.
The Center for Student Health Services will also
work closely with The Center for Career and Counseling
Services regarding issues related to mental health evaluations, management, and treatment. Laboratory services
are available. Blood draws are performed at the Center
Student Health Services
Career and Counseling Services
149
The Center for Career and Counseling Services
provides career planning services and personal counseling services to all R-MC students. Career services and
referrals are available for alumni. Personal counseling
consultations and referrals are available for students,
faculty, and staff of the college.
The center’s educational approach to career planning is embodied in developmentally focused programs
designed to assist students in meeting their evolving
vocational goals throughout their four years of college.
Students are encouraged to engage in a variety of selfassessment activities early in their collegiate career. An
articulated understanding of career and academic interests allows students to focus on a directed acquisition of
information, skills, and experience in one or more occupational fields. The center uses a number of online
instruments designed to assist students in assessing their
skills, interests, and values. Students are supported as
they explore different careers through use of print and
electronic information, as well as through programs
such as the Career Symposia series, a program the center annually co-sponsors with the Office of Alumni. As
Campus Life
students gain information about various career fields,
they are encouraged to gain experience in career areas of
interest. The center both hosts and supports the Bassett
Internship program. The Bassett program includes academic and paid (not for credit) internships, as well as summer internships, helping students gain marketable careerrelated experience and skills. Finally, when students have
selected a targeted career path, the center offers a series
of job search programs to assist them in gaining the skills
necessary to complete a successful job search, including
resume workshops, etiquette dinners, mock interviews,
and networking workshops. In addition to hosting oncampus recruiting, the center also sponsors both career
and majors fairs. In partnership with the Office of
Alumni, the center helps support the Alumni Career
Network Database, a database of R-MC alumni willing
to assist students in their career development.
The center has a computer lab and a fax machine to
help support job search and other career-related activities. Students can also avail themselves of an up-to-date
reference library, along with a comprehensive web site
(www.rmc.edu/counseling); the web site includes information on center services, career development, and links
to career and counseling related sites. Print and video
information are available on a variety of topics, including career choice, job search, employment data, graduate schools, personal health, and personal adjustment.
Specialized programs and support are offered for students seeking admission to graduate programs. The center has information on the major educational testing programs (GRE, LSAT, MCAT, Praxis, etc.) to help students prepare for graduate examinations.
Counseling resources for students with personal
concerns include: confidential individual counseling;
psycho-educational programs and workshops; groups on
a variety of topics (e.g., healthy lifestyle, stress management, etc); and referral services, when deemed appropriate by staff, or preferred by the student. Screening Days
for depression and eating disorders are offered during fall
and spring semesters. The center maintains a web site
with a variety of resources, including confidential on-line
mental health screenings. After hours emergencies are
routed through the Campus Safety Office to center staff,
or to the Hanover Community Services Board. The center staff can make referrals for psychiatric services in the
Richmond area. The center also provides Alcohol/Other
Drug (AOD) educational classes throughout the year.
There is no charge for counseling services.
The Career and Counseling Services staff includes
three licensed mental health counselors, two career
counselors, and an administrative assistant. The center is
located on the first floor of Thomas Branch Hall in the
Birdsong Peaks of Excellence Center and is open
Monday-Friday 8:30 AM to 5:00 PM. The telephone
number is 752-7270 (on-campus ext. is 7270). For after
hours emergencies, dial 752-4710 (on-campus ext. 4710
or 0) for Campus Safety or Hanover Community
Services Board at 365-4200.
Information Technology
on Campus
150
Randolph-Macon College is a leader among colleges
its size in employing learning technologies. Each residence
hall room is wired (one connection per bed) for direct
access to the campus computer network and the network
and the Internet, as well as for cable television and telephone service. A project for Wireless access installation
was started during the summer of 2007 in many public
areas on campus (the Library, Haley Lab, Copley Science
Center Lobbies, the Brown Campus Center, Estes Dining
Hall, and Thomas Branch Atrium). Wireless access was
also installed in most residence facilities for the fall of 2007
term and the remaining, smaller residences were completed during the summer of 2008. Over 200 PCs are publicly
accessible in computer labs, academic buildings, and the
McGraw-Page Library. Miles of fiber optic cable connect
the academic, residential, and other buildings. The Library
is fully automated with an on-line catalog system (we use
SIRSI) and a powerful electronic searching capability.
Faculty, staff, and students regularly use e-mail to
enhance communications. Many courses explore the
resources of the World Wide Web. Many courses have online syllabi, lab manuals, and/or discussion groups.
Students can even publish their own web pages using the
campus network. The Randolph-Macon cable television
channel provides information and educational programming for the college.
The college does not require students to bring a computer from home, nor do we mandate the purchase of a particular type of computer upon arrival on campus.
Approximately 95% of students do bring their own personal
computers with 92% of these being Windows based PCs.
Only a small number of students bring Macintosh/Apples
systems as PCs are the predominate platform on campus in
academic areas and the Library. The college does facilitate
the purchase of computers through the Dell Student Purchase
plan (check ITS web pages). Upgrades to Microsoft operating system, Microsoft Office Suite and antivirus software are provided to all students as part of current fees.
While the college’s Information and Technology (ITS) staff
assists students with computing problems, this service is limited to help with software and network configuration difficulties. ITS is not responsible for repairs to personal computers
experiencing hardware problems, nor are they required to
assist in recovery of systems infected with computer viruses.
Manufacturer or a local merchant may need to be contacted
for computer hardware assistance.
The college’s information technology resources are
best examined by visiting the Randolph-Macon College
Website at http://www.rmc.edu/Offices/its/campustech.aspx.
Campus Life
vehicle to campus will need to complete the waiver section of the vehicle registration form in order to be reimbursed their registration fee. Completed vehicle registration forms can be mailed to the Office of Campus
Safety, 203 Caroline St. Ashland, VA 23005. (Forms
should be postmarked no later than July 30th.)
Additionally, vehicle registration forms may be submitted on line at http://www.rmc.edu/offices/campus-safety/vehiclereg.aspx. Vehicle decals will be distributed
during Athletic Check-In, Freshmen Orientation, and
Returning Student Check- In. Late registrations must be
completed in person at the Office of Campus Safety
within the first two weeks of the semester.
Visitor Vehicle Temporary Parking and Permit
Policy: Visitors to the college must stop by the Office of
Campus Safety to receive a temporary parking permit.
Any vehicles located in college owned parking lots
without proper permits will be subject to tow.
Parking Rules and Regulations: A complete list
of parking rules and regulations can be obtained at the
Office of Campus Safety or can be accessed online at:
http://www.rmc.edu/directory/offices/campussafety/ind
ex.asp.
Safety and Security on Campus
The Campus Safety Office embraces the entire college community and provides continuous service to
maintain a reasonably safe environment in which members of the community can pursue their various activities, and in which the college can fulfill its mission.
The primary functions of the campus safety office
are to protect and assist citizens of the college community and to safeguard its property and resources; to
enforce the rules and regulations of the college as well
as federal, state, and local law; and to treat all persons
equally with respect, regardless to race, gender, religion,
or sexual orientation.
Our safety program includes a number of professional, educational, and crime preventive services to
generate a sense of personal responsibility in each individual to reduce criminal opportunities. In addition to
patrolling buildings and grounds 24 hours a day, campus
safety officers patrol the campus on foot, by vehicle, and
on bicycle. Various community services are provided or
supported by the campus safety office, including student
identification cards, online property and vehicle registration, anonymous crime reporting via our Silent Witness
Program, vehicle lockout service, crime prevention tips
and programs, responding to panic alarms, locking and
unlocking buildings, requests for assistance, emergency
response, public service announcements, timely warning
safety alerts, crime statistics, and continuous switchboard
service. Campus safety works to maintain a harmonious
working relationship with local law enforcement agencies,
commonwealth’s attorney's office, the courts, and local
government.
Campus safety staff are not law enforcement officers, but they do take responsibility to protect the campus grounds and facilities as well as the faculty, staff,
alumni, students, and visitors of Randolph-Macon
College. Campus safety officers are trained in mediation
for conflict resolution to reduce conflict within the educational system. The security and safety-related functions on campus include oversight of the campus-parking program, production of student identification cards
and monitoring the electronic security system.
For more information regarding safety and security
or The Campus Security and Crime Statistics Act, please
contact the Office of Campus Safety located at 203
Caroline Street. The office is staffed 24 hours a day.
You can contact us at 804-752-4710 off-campus; dial
“0” on campus.
Student Complaints
Students who have complaints about any aspect of
the college’s operations or programs can address their
complaints in writing to the dean of students, and the
dean will respond in a timely fashion.
Vehicle Registration and Parking
Vehicle Registration: Vehicle registration is
mandatory for all students including commuters.
Vehicle registration forms are included with all billing
packets and are automatically charged to the student’s
account by the Business Office. Students not bringing a
151
Admission to the College
Electives — Three or more additional academic
courses selected from the five course areas listed above.
Randolph-Macon College welcomes applications
for admission from men and women who demonstrate
sound academic preparation, show strong motivation,
and exhibit desirable personal characteristics. The
Committee on Admissions endeavors to select for
admission students who are best qualified to profit from
the program of the college and who, at the same time,
will contribute to the life of the college.
Freshmen and qualified transfer students from
accredited colleges may apply for admission for either
fall or spring.
This program is designed for students who have
Randolph-Macon as one of their top choices. Under this
plan, candidates submit all application materials by
November 15 and are notifed of the admission decisions
by January 1. This is a non-binding program: candidates
are free to apply to other colleges and do not commit to
enrolling at Randolph-Macon. If they choose to enroll at
R-MC, the deposit deadline is May 1, the same as for
Regular Decision.
Early Action Plan
The Committee on Admissions stresses the following factors when considering an application:
Secondary school record with emphasis upon the
quality of the work, the appropriateness of the program,
and an individual’s academic standing among his or her
peers.
Standardized test results of either the Scholastic
Assessment Test (SAT) of the College Board or the
American College Testing (ACT) program.
Recommendation of counselor, principal, headmaster, or teacher.
Personal characteristics including leadership and
involvement in extra-curricular activities, which would
make the student a valuable member of the college community, plus evidence of definite interest in a liberal arts
education.
Admission Factors
Applications — All applicants are urged to submit
the formal application early in their senior year. All paper
applications for admission must be accompanied by a
check in the amount of $30, which is non-refundable.
Students may also apply online at www.rmc.edu/apply.
There is no fee for online applications.
Randolph-Macon College accepts the Common
Application in lieu of its own form and gives equal consideration to both. Students may obtain copies of the
Common Application from their high schools or online
at www.commonapp.org.
Secondary School Records — As a general rule,
transcripts should be submitted at the end of the first
semester of the applicant’s senior year in school, but may
be submitted at any time prior to the application deadline.
Scholastic Assessment Tests —
SAT: Reasoning Test or ACT — All applicants for
admission are required to take the SAT: Reasoning Test
(critical reading, math, writing) of the College Board or
the ACT Test. The SAT or ACT should be taken no later
than January of the senior year.
The applicant should make arrangements to take
these tests by obtaining the necessary information from
the high school guidance office or from The College
Board, at www.collegeboard.com or from ACT at
www.act.org. Expenses for the tests must be borne by
the applicant.
Interviews — Although personal interviews are not
required of applicants, interested students are strongly
encouraged to visit the college to speak with an admissions counselor and meet with students and professors.
Students are welcome during the school year on weekdays until 4 p.m. or on most Saturdays (October through
April) until noon. Visitors during the summer are welcome on weekdays.
A student who wishes to visit the college for an interview and tour should contact the admissions office well in
advance for an appointment. The admissions office number is (804) 752-7305 or toll-free 1-800-888-1762. The
office’s email address is admissions@rmc.edu.
Regular Admission Procedures
The Committee on Admissions seeks to admit students who show promise of academic success.
Accordingly, great emphasis is placed on the quality of
applicants’ academic records. Candidates for admission
should successfully complete a college preparatory
course of study in secondary school. Normally, it is
expected that at least 16 units of a student’s total program will have consisted of academic college preparatory courses. While students with non-traditional preparation are considered, it is generally recommended that
applicants present the following subjects for admission:
English — Four years; skill and practice in expository writing is considered very important.
Mathematics — Three or four years; algebra, intermediate algebra, and geometry provide basic preparation for many courses at Randolph-Macon, including
mathematics courses that are required. Students whose
programs of study will require a calculus sequence need
an introduction to trigonometry.
Foreign Language — Two or more years, ancient or
modern. (Three or more years strongly recommended.)
Social Science — Two or more years including
United States, European, modern, or world history; government.
Laboratory Science — Two or more years; biology, chemistry, physics, or physical science.
Preparation for Admission
152
Admission to the College
Application, Notification, and Reply Dates — All
applications, transcripts, and test scores should reach the
college by March 1. Applicants whose credentials are
complete at this time may expect to receive notification
by April 1. Applicants who are offered admission by
April 1 must reply by May 1 and pay a reservation
deposit of $300 at that time. Applications received after
March 1 are considered as space is available.
Evidence of Graduation — Prior to enrollment at
Randolph-Macon, students must furnish the college with
official evidence of high school graduation, or the equivalent (e.g. G.E.D.).
nition. Credit and placement shall be given in accordance with the recommendation of the chairman of the
department.
Students planning to qualify for teacher certification must meet all the state requirements.
Contact the college registrar for more information
regarding advanced placement.
3. International Baccalaureate Program
Randolph-Macon considers for credit Higher Level
examinations in the International Baccalaureate (IB)
program. In most cases, the college awards 6 - 8 semester hours credit for scores of 5, 6, or 7 on a Higher Level
examination recognized by the academic department
concerned. Credit and/or advanced placement for a
Higher Level score of 4 will be at the discretion of the
department in which credit is being sought. No credit is
awarded for Standard Level examinations. Contact the
college registrar for more information regarding the
International Baccalaureate Program.
Randolph-Macon will consider applicants who
wish to enter college after their junior year in high
school. Such applicants should generally meet all admission requirements and adhere to the normal procedures
and deadlines. These students should have strong secondary school records and should present a recommendation from the school indicating both social and academic maturity. An interview at the college is required.
Early Entrance
4. College Level Examination Program (CLEP)
Randolph-Macon participates in the College Level
Examination Program (CLEP), a national program of
credit-by-examination that offers a student the opportunity
to obtain recognition for college-level achievement. The
college does not give credit for the CLEP General
Examinations, but does give credit for selected CLEP
Subject Examinations, according to the following guidelines and restrictions:
To be considered for credit, a student must score at or
above the 50th percentile on the CLEP Subject
Examination. In addition, certain departments require that
the optional CLEP essay be taken and evaluated by appropriate Randolph-Macon faculty to determine if credit is
warranted. In some cases, additional departmental requirements must be satisfied before credit is granted.
A student may not earn Randolph-Macon credit
through this program for a college course in which a failing grade was earned, for course work in which college
credit has already been awarded by Randolph-Macon or
another accredited institution (except in a non-college parallel program), or in a repeat attempt to receive credit-byexamination. In addition, a student may not earn credit
through the CLEP Program for lower-level course work if
he or she has previously earned credit for more advanced
work in the subject area.
Any new or current student at Randolph-Macon may
seek credit-by-examination through the CLEP, provided
that student is enrolled as a degree-seeking student at
Randolph-Macon.
This credit may be used to satisfy degree requirements in the same way as the college work which the tests
replace.
The appropriate academic departments, in consultation with the Randolph-Macon registrar, make the final
Credit-By-Examination
1. Policy
A student may receive a maximum of 75 semester
hours through transfer work from regionally accredited
two-year and four-year institutions and/or credit-byexamination (e.g. Advanced Placement, International
Baccalaureate or CLEP.)
2. Advanced Placement
Randolph-Macon subscribes to the purposes of the
Advanced Placement Program of the College Board in
recognizing the completion of college-level studies in
secondary school. Qualified students are urged to take
the Advanced Placement Examinations offered by the
College Board. Entering students who present satisfactory scores on these examinations and other supporting
evidence may apply for credit toward graduation and for
advanced placement in the subjects in which they indicate ability and achievement. (See following chart.)
In most cases, students presenting composite scores
of four or five and other supporting evidence shall
receive credit equivalent to a year’s course in the subject
in which they were tested. Students presenting scores
lower than four may be eligible for credit; however, they
are evaluated for such by the chairman of the department
in which credit is being sought.
Advanced placement and credit may in some cases
be awarded on the basis of tests administered by the
departments of Randolph-Macon. Students who believe
themselves eligible for credit and/or placement and who
have not taken the Advanced Placement Examinations
may apply to the department in which they seek recog-
153
Admission to the College
decisions regarding the awarding of credit for the CLEP.
College credits earned through the CLEP are treated
as transfer credits. They are recorded in semester hours on
the student’s transcript, but no grades or quality points are
given.
Contact the registrar for more information regarding
the CLEP.
gible to return to their current (or last attended) institutions
at the time they desire to enroll at Randolph-Macon.
Exceptions to these regulations must be approved by the
Committee on Admissions, Credits, and Academic Status
of Students.
At least one-half of the semester hours of the major
or minor program must be taken at Randolph-Macon. Any
transfer course counting on a major or minor is calculated
into the major or minor GPA.
Students who have taken college courses after graduation from high school and before entering RandolphMacon College are considered transfer students.
Students who wish to transfer from other colleges to
Randolph-Macon must meet the general requirements for
admission. They must have complete transcripts forwarded from all colleges previously attended. A secondary
school transcript must also be provided. Transfer applicants must also submit scores from any standardized tests
taken; applicants who have not taken any standardized
tests should contact the admissions office.
Transfer students may use the same application for
admission at www.rmc.edu/apply. The application deadline for entry in the fall semester is April 1; the deadline for
entry in the spring semmester is December 1.
Transfer students who have completed acceptable
courses at other accredited colleges will be given credit for
such courses provided these courses are in subjects generally recognized as appropriate for liberal arts colleges and
are either comparable to courses offered at RandolphMacon or are applicable to a degree program at RandolphMacon. These courses must be approved by the appropriate department and the registrar. The policy of the college
is to accept only courses that carry grades of C- or higher.
A student may receive a maximum of 75 semester
hours through transfer work from regionally accredited
two-year and four-year institutions and/or credit-by-examination (e.g. Advanced Placement, International
Baccalaureate or CLEP.) For more information on transfer
credits, see Transfer Credit.
A minimum GPA of 2.0 is required on all previous
college work undertaken. Transfer applicants must be eli-
Transfer Students
Randolph-Macon College values globalism and
diversity on campus. To that end, we seek applications
from talented men and women from around the world.
Applications for the fall semester are due by March
1. All applicants must send a completed application for
admission, essay, secondary school transcript, TOEFL
scores, letter of recommendation, and $30 application fee.
We require a minimum score of 550 on the paper-based
TOEFL test, 213 on the computer test, or 80 on the Internet
-based test for non-native English speakers.
All international applicants are required to submit a
Statement of Financial Support provided by the admissions office. This document serves as verification of a student's ability to finance a Randolph-Macon education.
Once an applicant has been accepted and the
Statement of Financial Support has been received by the
admissions office, the I-20 document will be released.
This form allows accepted international students to obtain
an F-1 student visa.
International Students
All students whose regular enrollment in the college
ceases for any reason must file application for readmission
if they wish to enroll again. Readmission is not automatic,
and the application is reviewed by an appropriate committee of the faculty. The application for readmission should
be filed with the registrar by the required deadline. (For
complete information on readmission status, see Academic
Regulations.)
Readmission
154
Examination
Score
Credit/Equivalent
American History
Art History
Art – Drawing
Biology
Chemistry
Computer Science A
Computer Science AB
Economics - Micro
Economics - Macro
English Literature/Composition
English Language/Composition
Environmental Science
European History
French Language
French Literature
German Language
Gov’t & Politics - American
Gov’t & Politics - Comparative
Human Geography
Latin - Virgil
Latin - Literature or Cat/Hor
Mathematics Calculus AB
Mathematics Calculus AB
Mathematics Calculus BC
Mathematics Calculus BC
Music
4 or 5
4 or 5
4 or 5
4 or 5
4 or 5
4 or 5
4 or 5
4 or 5
4 or 5
4 or 5
4 or 5
4 or 5
4 or 5
4 or 5
4 or 5
4 or 5
4 or 5
4 or 5
4 or 5
4 or 5
4 or 5
4 or 5
3
4 or 5
3
4 or 5
Physics B
Physics C (Mechanics)
Physics C (Elect. & Magnetism)
Psychology
Psychology
Spanish Language
Spanish Literature
Statistics
World History
4 or 5
4 or 5
4 or 5
4 or 5
3
4 or 5
4 or 5
4 or 5
4 or 5
All others
xxx
6 hrs. HIST 211-212
6 hrs. ARTH 201-202
3 hrs. STAR 241 (does not count on major or minor)
8 hrs. BIOL 121-122
8 hrs. CHEM 121-122
4 hrs. CSCI 111
8 hrs. CSCI 111-112
3 hrs. ECON 201
3 hrs. ECON 202
3 hrs. ENGL Literature Credit
3 hrs. ENGL Elective Credit
4 hrs. EVST Natural Lab Science Credit
6 hrs. HIST 111-112
6 hrs. FREN 211-212
6 hrs. FREN 351 and 356
6 hrs. GERM 211-212
3 hrs. PSCI 202
3 hrs. PSCI elective
3 hrs. INST 251
6 hrs. LATN 211-212
3 hrs. LATN 381 (Poetry)
4 hrs. MATH 131, placement in MATH 132
Placement in MATH 131
8 hrs. MATH 131-132
4 hrs. MATH 131, placement in MATH 132
3 hrs. MUSC 110, placement in MUSC 111
(does not count on major or minor)
4 hrs. PHYS 151
4 hrs. PHYS 151
4 hrs. PHYS 152
4 hrs. PSYC 200
3 hrs. PSYC elective
6 hrs. SPAN 211-212
6 hrs. SPAN 351 and 356
3 hrs. MATH 111
6 hrs. HIST elective credit only
(3 hrs. may be used on major or minor)
Contact Department Chair
155
Fees and Financial Aid
in their financial aid awards and that such adjustments
may reduce the amount of any refund. Please contact
the financial aid office for a full description of the financial aid refund policy.
Withdrawals for Health Reasons - When a physician recommends the withdrawal of a student, there will
be a refund of tuition and board in proportion to time
spent in school. There will be no refund on dormitory
rental.
Withdrawals for Reasons Other Than Health - In
the case of such withdrawal from the college, the student
may elect to have tuition and board held as a credit or to
receive a refund according to the following:
If such withdrawal occurs during the first week of
a term, 75 percent of the tuition will be refunded; during
the second week of a term, 50 percent of the tuition will
be refunded; during the third week of a term, 25 percent
of the tuition will be refunded; thereafter, there will be
no refund of tuition. Board will be refunded in proportion to time spent at the college. In no case will there be
a refund of dormitory rental. The term shall be considered to begin at registration.
In the event a student is expelled or suspended from
the college due to a disciplinary action or an honor violation, there will be no refund of any kind.
Refund of reservation deposits will be limited to
one-half of the deposit provided a student is not returning to Randolph-Macon and requests a refund in writing
prior to June 1. After June 1, no refunds of reservation
deposits will be made.
The college reserves the right to block registration,
and to not give final examinations, grant a degree, furnish a diploma, or issue a transcript of credits unless a
student’s account has been paid in full. Students may be
disenrolled during a semester for failure to meet their
financial obligation to the college.
Fees
The college has a system of annual charges which
applies to all categories of students. (See chart on the
following page.) The charges are subject to change without prior notice. Checks for the payment of tuition and
all fees should be made payable to Randolph-Macon
College and mailed to the Manager of Student Accounts,
Randolph-Macon College, P. O. Box 5005, Ashland, VA
23005 or to the location address which is 310 North
Center Street, Ashland, VA 23005.
Upper class students who plan to return to the college for the next academic year must have satisfied all
past billings and make the reservation payment on or
before the due date (shown in the Table of Charges) to
be eligible to pre-register for classes and to participate in
the room selection process. The college cannot guarantee that a place will be available to an upper class student who has not satisfied all past billings and has not
made the reservation payment. If payment for tuition,
fees, room, and board is not received by the college on
or before the due dates shown in the Table of Charges,
the college can not guarantee that class and room assignments will be honored after the respective fall and spring
semester payment due dates.
The cost of books and supplies not covered by the
college fees varies with each individual but may be estimated at $1,000 for the year. The student bookstore
does not permit charge accounts, but does accept most
major credit cards.
The college reserves the right to keep students from
enrolling for an upcoming semester or to drop students
from enrollment during a semester for failure to meet
their financial obligation to the college.
The administration will assess severe late payment
penalties for failure to pay reservation deposits, tuition,
room, and board by the respective due dates.
Late Payment Penalties
Financial Aid
Randolph-Macon College administers a diverse program of scholarships, grants, loans, student employment,
and other forms of aid for students who need assistance in
meeting their educational expenses. No student should
fail to seek admission to the college because of a perceived financial deficiency. All students are encouraged to
explore the possibilities for financial aid. Enrolled students are urged to apply for aid for any academic year in
which there may be a need.
The college awards honor scholarships on the basis
of merit and academic and leadership potential. Most
financial aid at Randolph-Macon is awarded on the basis
of demonstrated need. Need is defined as the difference
between the total cost of attending the college and the
ability of the student and the student’s family to contribute
to that cost. The total cost of attending the college consists
of the standard charges for tuition, fees, room, and board,
plus approximately $1,000 for books and supplies and
$1,500 for personal expenses and transportation.
Each entering student must make a Contingency
Deposit of $300. Unpaid fees will be charged against
this deposit for property damage, loss of equipment, lost
books, unpaid fines, etc. (If necessary, the contingency
deposit will be restored to $300 at the beginning of each
semester.) Any remaining contingency deposit balance
will be refunded after the student leaves the college.
Contingency Deposit
The college must contract for its faculty and other
services on an annual basis. Therefore, RandolphMacon College has established a policy on refunds
which is equitable to the college and to students. A student withdrawing from the college must notify the
Provost and the registrar.
Recipients of financial aid who withdraw from the
college should be aware that adjustments may be made
Withdrawals and Refunds
156
Table of Charges 2009-2010
Due April 1
Tuition
* Reservation Payment included in tuition
Student Program Fee**
Communications Fee (non-commuters)
Computer Use Fee (Commuters)
Single Course Fee (per course-up to two courses)
$300*
Room
Regular - Conrad, Moreland
Freshman Village/Thomas Branch/Special Interest Housing
Mary Branch
Student Apartments/Mullen Drive
Fall Semester
Due Aug. 5
$15,618
$350
$335
$110
$2,665
$2,699
$2,328
$2,770
Spring Semester
Due Dec. 2
$12,779
$2,181
$2,209
$1,905
$2,267
TOTAL
$28,397
$350
$335
$110
$3,155
$4,846
$4,908
$4,233
$5,037
Board
Freshmen are required to participate in the 19 meal plan if they reside on campus. Upper-class students may choose from the 19, 14,
10 meal plan, or the block plan.
19 Meals-per-week Plan
14 Meals-per-week Plan
10 Meals-per-week Plan
350 Meal Block Plan
Commuter Plan
5 meals per week
with $50 flexible dining dollars
($28 fall/Jan.; $22 spring)
with $135 flexible dining dollars
($76 fall/Jan.; $59 spring)
with $300 flexible dining dollars
($165 fall/Jan.; $135 spring)
200 meals fall/Jan.; 150 meals spring
with $200 flexible dining dollars
($110 fall/Jan.; $90 spring)
$2,225
$1,820
$4,045
$2,225
$1,820
$4,045
$2,225
$1,820
$4,045
$2,225
$1,820
$4,045
$680
$556
Special Fees
Added Fee for Late Reservation Payment
Automobile registration fee
Commencement Fee (Seniors)
Contingency Deposit (refundable)
Fraternity Grounds Fee (per year)
Late Room Reservation Fee
Lost I. D. Card Replacement Fee (1st Time Loss)
Matriculation Fee (Freshmen & Transfer Students)
Resident Hall Association Fee
Return check charge
Room Change Fee
Single Course Fee (per course -up to two courses)
Single Room Fee/Triple Room Credit (per year)
Student Health Services Fee
Summer & Special Program Rate per sem. hour
Transcript Request
Late Fee (1.5% per month for unpaid balances over $300)
$300
$100
$100
* Reservation Payment
** Student activities, recreation, and publications included in fee
157
$150
$75
$1,236
$150
$50
$150
$300
$75
$30
$25
$100
$10
$30
$25
$3,155
$500
$100
$325
$5
Fees and Financial Aid
Virginia Tuition Assistance Grant (TAG)
Program – This benefit is available to Virginia residents
who are attending private colleges. It is a state effort to
compensate for the difference between public and private school tuition costs.
Eligible students received $3,190 for 2008-2009.
All state resident students who are seeking financial aid
are expected to apply for TAG aid. The application deadline is July 31. Applications received after July 31 are
not guaranteed funding. The financial aid office mails
TAG applications to all Virginia students who have been
admitted to the college; continuing students receiving
TAG do not have to reapply annually. Continuing students not receiving TAG must also submit the TAG
application by July 31.
The Randolph-Macon College Presidential
Scholarships – These academic scholarships are made
on a competitive basis to qualified entering students
without regard to need. Outstanding students are invited
to the campus each spring for interviews with a faculty
committee. Awards are based on the students’ academic
performance and potential, indication of leadership, and
general merit. Scholarships currently range in value
from $7,500 to $20,000. Awards are renewable each
year provided students maintain the required cumulative
grade point average. Award recipients may also qualify
for other types of aid based on demonstrated need.
Randolph-Macon College Achievement Grant –
These non-need-based awards are made on a competitive basis to entering students, taking into consideration
the student’s academic record and achievement in extracurricular activities including community service.
These awards, ranging in amounts from $2,500 to
$6,500, are renewable annually provided the student
achieves a cumulative grade point average of 2.0 at the
end of each academic year.
The A. Purnell Bailey Pre-Ministerial Program
for Ordained Ministry - The A. Purnell Bailey PreMinisterial Program for Ordained Ministry provides
qualified and selected students with scholarship assistance, mentoring, support activities, seminars, and
internships related to vocational exploration and preparation for ordained ministry. Selected participants will
also be granted admission into the Honors Program.
Students accepted into this program will receive onehalf tuition scholarships for the first two years. Students
who successfully meet the program requirements will be
awarded full tuition, room, and board during their third
and fourth years. Costs for summer school and study
abroad are not covered by this award.
Alumni Legacy Grants - Alumni Legacy Grants in
the amount of $1,500 are offered to entering students
with this legacy connection to the college (a father or
mother, brother or sister, aunt or uncle, or grandfather or
grandmother who previously attended the college).
Family Grant Program – Recipients of the Family
Grant will receive a maximum of $8,000 per year as
Financial need is determined from confidential
information provided on the Free Application for
Federal Student Aid (FAFSA), which the student and the
parents must file with the Federal Student Aid Programs.
While family income is the most important criterion for
eligibility, other factors such as assets, number of dependents, and number of children in college are also considered. Once the student’s need has been determined, a
financial aid package is offered. The offer normally consists of some combination of scholarship or grant, loan,
and part-time employment. Financial aid awards are
made annually, subject to the following conditions: (1)
the amount of aid funds available from federal, state,
and college sources; (2) the amount of demonstrated
financial need; and (3) satisfactory academic progress
maintained by the financial aid recipient.
Financial aid may come from a variety of sources,
such as federal, state, college, and private; and from a
variety of programs, each with its own eligibility criteria. Financial aid programs are complex, diverse, and
subject to frequent revision and modification. A listing
of those major aid programs currently in effect follows.
Aid Programs Not Based on Need
Unsubsidized Federal Stafford Student Loan –
This lending option is available to students who do not
qualify for the need-based Federal Stafford Student
Loan. This loan has the same terms and conditions as the
Federal Stafford Student Loan, except that students are
required to pay the interest while in school. The application procedure is the same as for the Federal Stafford
Student Loan. The interest rate is 6.8 percent fixed.
The Clarence Manger and Audrey Cordero Plitt
Parent Loan Fund, through Randolph-Macon College
offers loans of up to $20,000 per academic year.
Repayment begins one month after the loan is disbursed.
Eligibility normally extends to those parents whose
incomes range from $30,000 to $75,000 per year. The
rate of interest is 2.00 percent. Inquiry should be made
to the financial aid office.
The Federal Parent Loan for Undergraduate
Students (PLUS) Program is a federal endeavor to
make comparatively low-interest loans available to parents of full-time post-secondary students. Parents may
borrow up to the cost of the education less any financial
aid per year at a variable interest rate. Repayment generally begins when the loan is made, not after graduation. Commercial lenders in this state as well as in other
states are participating in the PLUS program. Inquiries
should be directed to the financial aid office.
Randolph-Macon College Monthly Payment Plan
allows parents and students the option of meeting
expenses in convenient monthly payments over, at maximum, a 10-month period. There is no finance charge.
For additional information, you may write the R-MC
Financial Aid Office.
158
Fees and Financial Aid
long as two siblings are enrolled concurrently. Students
who receive a Randolph-Macon Presidential Scholarship
or a Randolph-Macon Achievement/Recognition Grant
and also qualify for the Family Grant will receive the
larger of the two awards plus an additional $1,500 in
recognition of their family connection to the college. The
family grants remain in effect as long as two or more fulltime dependent students from one family attend
Randolph-Macon at the same time.
Preministerial Grants – Students who are preparing for full-time, church-related vocations after graduation or termination of studies in churches or denominations approved by the college are eligible to receive
grants equal to one-half of tuition. Each student must
furnish a recommendation from the appropriate pastor,
local church, charge conference, or ecclesiastical authority. Each student must also sign a note promising to
repay the award if the student does not enter a churchrelated vocation. Recipients may also qualify for other
types of aid based on demonstrated need.
Ministers’ Family Grants – Dependents of ministers serving the Virginia Annual Conference of the
United Methodist Church will receive grants equal to
one-third of tuition. Recipients may also qualify for
other types of aid based on demonstrated need.
Note: The maximum total of all R-MC non-needbased awards (i.e., achievement/recognition grants,
presidential scholarships, family grants, legacy grants,
minister’s family grants, preministerial grants, employee tuition remission, and tuition exchange) plus TAG
may not exceed tuition.
College-funded Work Program – Part-time, oncampus employment during the academic year is available through the college-funded work program. Students
must inquire of available positions through the financial
aid office. Student assistants generally earn the minimum federal wage; however, higher hourly wages may
be earned for jobs requiring particular skill levels.
Off-Campus Employment – If the college is notified of any off-campus positions in the AshlandRichmond area, they will be listed in the Center for
Career and Counseling Services. Please contact that
office for more information.
Veterans Benefits – Veterans who are students and
dependent children of deceased and disabled veterans
may be eligible for monthly aid through the federal
Veterans Administration. Information should be sought
from the local VA office. Further, for state residents, aid
may be available from the State Division of War
Veterans’ Claims, 210 Franklin Road, S.W., Roanoke,
VA 24011. The college’s registrar is the VA Coordinator.
Disability Benefits – Virginia residents with mental
or physical disabilities may be eligible for financial
assistance from the Department of Rehabilitative
Services. Information may be obtained from field
offices or from the DRS Regional Office, 3113 West
Marshall Street, Richmond, VA. 23220.
Aid Programs Based on Need
Federal Pell Grants – This program provides
direct, nonrepayable grant assistance to needy students
attending college. Student eligibility is determined by
the federal government, and the awards currently range
from $400 to $5,350 annually.
Federal Supplemental Educational Opportunity
Grant (SEOG) Program – Students with financial need
may be considered for aid under this campus-based program. Awards typically range from $600 to $1,000
annually. SEOG awards do not have to be repaid, and
Pell Grant recipients will receive priority consideration.
Federal Academic Competitiveness Grant (ACG)
– Grants awarded to Pell Grant recipients who are U.S.
citizens. Grant awards up to $750 for first year entering
students who have completed a rigorous high school
program after 1/1/06; awards up to $1300 for second
year students with a 3.0 cumulative grade point average
after the first year, who have completed a rigorous high
school program after 1/1/05. All recipients must also be
enrolled full-time.
Federal National Science and Mathematics
Access to Retain Talent Grant (SMART) – Grants up to
$4,000 awarded to third and fourth year students who
are Pell Grant recipients, U.S. citizens, have a cumulative grade point average of 3.0, and majoring in mathematics, life or physical sciences, computer science, foreign language, engineering, or technology. Recipients
must also be enrolled full time.
Randolph-Macon College Grants – Several grant
funds have been established by or for Randolph-Macon
and are administered by the college. Students with
demonstrated need may be eligible to receive college
grant funds to help pay for their education. These nonrepayable awards, which supplement federal and state aid,
are made on an annual basis and currently range from
$500 to $15,000. Satisfactory academic progress and
continued evidence of need are required for renewal.
College Scholarship Assistance Program – This
grant program, which is jointly administered by the
Virginia State Council of Higher Education and
Randolph-Macon College, provides grants to Virginia
residents with high demonstrated need. Grants typically
range from $400 to $1,000 per academic year and are
not normally repayable.
Federal Work-Study Program – On-campus, parttime work opportunities are made available to needy students under this federal program. An average weekly
work schedule is 8 to 10 hours during the school year
and 35 hours during vacation periods. Eligibility for
work-study aid is determined by the college’s financial
aid office, and the potential income becomes part of the
student’s total financial aid package.
Federal Perkins Loan Program – This federal loan
program, which is administered by the college, provides
loans to students who demonstrate financial need. The
159
Fees and Financial Aid
The FAFSA may be obtained from high school
guidance counselors, from the Randolph-Macon
Financial Aid Office, or online at www.FAFSA.ed.gov.
A signed copy of parents’ and student’s 2006 Federal
Income Tax Return(s) must also be submitted to the
financial aid office, upon request.
amount of the loan is determined by the college’s financial aid office, and the loan is repayable at five percent
simple interest beginning nine months after graduation
or termination of studies for new borrowers. The loan
may be repaid over a 10-year period. The average loan
from this source at Randolph-Macon is approximately
$2,400 per year. The maximum amount that can be borrowed for undergraduate study is $12,000.
Federal Stafford Student Loan Program – This
federal loan program offers low interest loans to students who demonstrate financial need. Eligibility for
this loan program is determined by the college. The
Financial Aid Office will mail loan application information to all eligible borrowers.
Students may borrow up to $3,500 for the first year,
$4,500 for the second year, and $5,500 per year
thereafter, for an aggregate of $23,000 for
undergraduate study. The student begins repayment of
principle and interest six months after graduation or
termination of studies at an interest rate of 5.6 percent
fixed, beginning July 1, 2009.
Applications should be made well in advance of the
fall semester; however, applications can be submitted
after the semester has begun.
Aid Through Other States – Other states have
grants and loans for which students attending RandolphMacon may be eligible. Students should contact their
high school guidance counselors or the appropriate higher education agency in their states to determine the
availability of financial assistance. In neighboring
states, agencies that administer student aid programs
include the New Jersey Education Assistance Agency,
the Pennsylvania Higher Education Assistance Agency,
and the New York State Higher Education Assistance
Corporation.
Application Deadline
Financial aid awards are made on a first-come,
first-served basis, with priority consideration given to
entering students whose completed applications are
received by the financial aid office by March 1 (May 1
for currently enrolled students). Applications received
after these dates will be considered for awards as funds
are available.
Students must be officially accepted by RandolphMacon College before any decision concerning financial
aid can be made. New students who filed the FAFSA on
time will be notified by April 1 regarding their financial
aid eligibility. Currently enrolled students who filed on
time will be notified by mid-June.
Notification of Awards
Disbursement of Funds – Financial aid awards
(less federal work-study) are credited to the individual
student’s account after the enrollment census date each
semester, which is the next business day following the
last day to drop a course without notation on the transcript. If charges exceed financial aid, the student must
pay the difference to the Business Office when bills are
due. If charges are less than financial aid, students may
either receive a refund or request that the credit be
applied to the next semester’s charges. Refunds will not
be made prior to the start of each semester.
Transportation Costs – There are no daily transportation costs for those students living on campus.
Students commuting from the greater Richmond area
should anticipate transportation costs of approximately
$780 per academic year.
Satisfactory Academic Progress – RandolphMacon financial aid recipients are expected to complete
a minimum number of credit hours each academic year,
not to exceed five years. The chart on the next page outlines the minimum levels required. Students not meeting
these standards will be ineligible to receive federal,
some state, private, and institutional financial aid until
such time as they again earn sufficient credit to meet the
criteria. Credit hours earned at another institution and
accepted by Randolph-Macon College will be included
in these minimums for transfer students. Please note that
only grades received at Randolph-Macon are used in
calculating your cumulative grade point average.
Randolph-Macon College Presidential Scholarship Recipients – Scholarship recipients must achieve
the cumulative grade point average minimum listed in
their scholarship notification letter in order to renew
their scholarship each year.
Student Consumer Information
In computing the student’s and the parents’ ability
to pay educational costs, Randolph-Macon uses the Free
Application for Federal Student Aid (FAFSA). Upon
receipt of the need analysis results, the college determines financial need. The Free Application for Federal
Student Aid (R-MC Title IV number is: 003733) must be
submitted to the federal student aid programs in order to
apply for the following financial aid programs:
Federal Pell Grant
Federal ACG
Federal SMART
Campus-based federal programs (Supplemental
Educational Grant, Work-Study, Perkins
Loan)
Randolph-Macon College Grants (including most
endowed scholarships)
Federal Stafford Unsubsidized and
Subsidized Student Loans
College Scholarship Assistance Program
Application Procedure
160
Fees and Financial Aid
Reestablishing Aid Eligibility – Students must
maintain satisfactory academic progress, including the
required cumulative GPA and semester hours passed, in
order to remain eligible for financial aid (see chart).
Students who had their aid withdrawn prior to the academic year due to academic deficiency may request in
writing that their aid be restored as soon as the academic deficiency is eliminated. Aid for the second semester
will be restored if funds are available.
The Return of Financial Aid Funds -- Federal law
governing federal financial aid programs requires the
return of unearned federal aid funds to their respective
programs when a student withdraws from the college
before completing 60 percent of any semester for which
he/she received aid. "Unearned funds" means the
amount that would have been used to cover the student’s
charges for the portion of the semester he/she was not
enrolled, according to a federally prescribed formula. If,
as a result of the return of these funds, an unpaid balance
is left on the student’s account in the treasurer’s office,
he/she or his/her family is responsible for paying it.
The federally prescribed formula for the return of
federal aid is available upon request from the financial
aid office, and from our webpage, ww.rmc.edu.
Non-federal aid may be pro-rated based on the percentage of the term completed, rounded to the nearest
dollar. If there are no adjustments to fees, there will be
no adjustments to non-federal aid.
The college’s refund policy, which determines
adjustments in a student’s charges in the event of withdrawal from the college, is described elsewhere in this
catalog. However, before any money is returned to students or parents, the financial aid office will apply the
rules as described above if the student received financial
aid.
Educational Loan Repayment – The principal of
all educational loans must be repaid in cash, plus interest; there are no provisions for loan repayment by means
of postgraduate professional services. The one exception
to that rule is that some portion of the Federal Perkins
Loan obligation may be canceled by virtue of certain
types of employment. Loan terms are given in the individual disclosure statements and promissory notes.
Repayments are usually not scheduled beyond 120
months. A sample loan repayment schedule follows, in
which the rate of interest is 5% (the current rate of interest for College Loans and Federal Perkins Loans).
Sample Loan Repayment Schedule
No.
Loan
of
Mo.
Total
Amt.
pmts.
pmts.
Total Int.
pmts.
___________________________________________
1000
27
$40.00
$ 57.25
$1057.25
2000
57
40.00
224.12
2244.12
3000
91
40.00
604.55
3604.55
4000
120
42.43
1091.01
5091.01
5000
120
53.03
1364.03
6364.03
6000
120
63.64
1636.69
7636.69
7000
120
74.25
1909.36
8909.36
8000
120
84.85
2182.00
10132.00
This repayment schedule may be helpful in estimating how much a student will be expected to repay
when the loan becomes due and payable. The repayment
schedule for individual students may be different from
the above schedule, depending on the total amount borrowed and the length of the payment period.
Financial Aid Satisfactory Academic Progress Minimums
AT THE COMPLETION OF THIS FULL-TIME ACADEMIC YEAR
A STUDENT MUST HAVE PASSED AT LEAST
THIS MANY CREDIT HOURS
AND ATTAINED THIS CUMULATIVE GPA
IN ORDER TO BE MAKING SATISFACTORY PROGRESS
161
1
2
3
4
5
21
45
68
90
112
1.6
1.8
1.9
2.0
2.0
Directory
Dr. Stephen P. Long (2005); President/Physician,
Commonwealth Pain Specialists, LLC,
Richmond, Virginia
E. Jackson Luck (2002); Partner, General Manager
and Vice President, Luck Motor Co., Ashland,
Virginia
Anne D. McDougall (2000); Attorney, Freed &
Shepherd, P.C., Ashland, Virginia
Allison M. O’Brien (2009); Business Development
Manager, Relocation Division, Long & Foster
Companies, Richmond, Virginia
The Rev. Mark V. Ogren (2007); Ashland District
Superintendent, United Methodist Church,
Ashland, Virginia
Steven M. Parker (2007); President, Oxford
Superconducting Technology, Carteret, New Jersey
Donald E. Perry (2004); President, Continental
Properties Corporation, Virginia Beach, Virginia
Alan B. Rashkind (2004); Attorney, Furniss, Davis,
Rashkind and Saunders, P.C., Norfolk, Virginia
Dr. Dianne L. Reynolds-Cane (2007); Medical
Director, Daily Planet Health Care for the
Homeless Clinic, Richmond, Virginia
Robert E. Riley (2004); Hospitality Industry, London,
England
James L. Sanderlin (2006); Retired Senior Vice
President-Law, Dominion Resources, Inc.,
Richmond, Virginia
Benjamin S. Schapiro (2008); Chairman and Chief
Executive Officer, QuestMark Partners, Baltimore,
Maryland
Thomas G. Shafran (2001); President, Better Homes
Realty, Inc., Fairfax, Virginia
Lee B. Spencer, Jr. (1998); President, West Hill
Properties, LLC, New York, New York
Harold E. Starke, Jr. (1999); Attorney and Partner,
Troutman Sanders LLP, Richmond, Virginia
George A. Trivette (2009); Physician/Radiation
Oncologist, Virginia Radiation Oncology Associates,
St. Mary’s Hospital, Richmond, Virginia
R. Douglas White (2001); Chief Operating Officer,
Lincoln Investment Planning, Wyncote,
Pennsylvania
Dr. Charles S. Wilson, Jr. (2002); Opthalmologist,
Farmville, Virginia
Charles W. Wornom (2006); President, Abbitt Realty
Company, Newport News, Virginia
Board of Trustees
Officers
Alan B. Rashkind, Chairman
Robert R. Lindgren, President
Donald E. Perry, Vice Chairman
Harold E. Starke, Jr., Secretary
John C. Conkright, Assistant Secretary & Executive
Assistant to the President
Members
(Date in parentheses indicates year of election)
S. Andrew Banks (2007); Chairman and Co-founder
of Abry Partners and President of Paradigm,
Hamilton, Bermuda
J. W. Whiting Chisman, Jr. (2009); Owner, 207
Company, L.C., Newport News, Virginia
Dr. John P. Clarke (2001); Retired Surgeon,
Virginia Beach, Virginia
John P. Cougill (2002); Real Estate Investor and
Owner, Seven Hills Realty, Richmond, Virginia
Ralph R. Crosby, Jr. (2005); Retired Executive
Partner, Coopers & Lybrand, Richmond, Virginia
A. Douglas Dalton, Jr. (2005); President and Chief
Executive Officer, English Construction Co., Inc.,
Lynchburg, Virginia
Dr. James A. Davis (2008); Retired President,
Shenandoah University, Winchester, Virginia
Parker O. Dillard (1999); Vice President and Coowner, Arcet Equipment Company, Richmond,
Virginia
Jack M. Enoch, Jr. (1999); Chief Investment Officer,
Branch Cabell Group, RBC Dain Rauscher,
Richmond, Virginia
Robin Anne Floyd (2005); Civic Volunteer,
Washington, D.C.
Dr. Douglas W. Foard (2002); Retired Executive
Secretary, Phi Beta Kappa, Lovettsville, Virginia
Dr. Michael A. Jessee (2004); Retired President and
CEO, Federal Home Loan Bank of Boston,
Boston, Massachusetts
William B. Kilduff (2005); Attorney, Emroch &
Kilduff, LLP, Richmond, Virginia
The Rev. Charles B. King (2001); Retired Ashland
District Superintendent, United Methodist Church,
Midlothian, Virginia
Frank E. Laughon, Jr. (2009); Chairman and Chief
Executive Officer, Richmond Cold Storage
Company, Inc., Richmond, Virginia
David E. Yawars (2009); Cattle Farmer, Laughing
Place Farm, Lexington, Virginia
162
Directory
Ex-officio Members
The Rev. Charlene P. Kammerer (2004); Presiding
Bishop, Virginia Conference, United Methodist
Church, Richmond, Virginia
Charles P. Moncure, Jr. (2009); Board of Associates
Representative, Principal, Dominion Partners,
Glen Allen, Virginia
Anne Nelson Morck (2008); Parents Association
Representative, Civic Volunteer, Richmond,
Virginia
John N. VanderSyde (2007); Society of Alumni
Representative, Associate Broker, Virginia
Properties/Long & Foster Company, Richmond,
Virginia
Julian Rashkind (1981-1993); Retired Partner, R & J
Associates, Norfolk, Virginia
Jack B. Russell (1975-1983); Retired Attorney, Sands,
Anderson, Marks & Miller, Richmond, Virginia
G. E. R. Stiles (1974-1992); Retired Senior Vice
President, A. H. Robins Co., Ashland, Virginia
Bernard S. Via, Jr. (1975-1985); Retired Richmond
District Superintendent, United Methodist Church,
Roanoke, Virginia
John B. Werner (1974-1994; 2000-2003); Retired
Banker, Exec. Dir. Cabell Foundation, Richmond,
Virginia
The Rev. William A. Wright, Jr. (1975-1985); Retired
United Methodist Minister, Richmond, Virginia
Trustees Emeriti
Honorary Trustees
(Dates in parentheses indicate years served on the Board of
Trustees)
Charles C. Bassett, III (1986-1998); Vice President,
Bassett Furniture Industries, Bassett, Virginia
Thomas H. Birdsong, III ( 1981-1994; 1995-2001);
Chairman of the Board, Birdsong Peanuts, Inc.,
Gorman, Texas
Dr. Noland M. Canter, Jr. (1955-1969); Retired
Physician, Harrisonburg, Virginia
John H. Clements (1977-1993); Chairman of the
Board, The Bank of Southside Virginia, Carson,
Virginia
Walter W. Craigie (1992-2003); Retired Managing
Director, Wheat First Securities, Inc., Richmond,
Virginia
Beverley E. Dalton (1987-1999; 2000-2005); Civic
Leader, Altavista, Virginia
C. Edwin Estes (1976-1994); President, Great Coastal
Express, Inc., Richmond, Virginia
The Hon. Frank D. Hargrove, Sr. (1989-1997);
Delegate, Virginia General Assembly, Beaverdam,
Virginia
The Hon. William H. Hodges (1976-1992); Retired
Senior Judge of the First Judicial Circuit of Virginia,
Virginia Beach, Virginia
Dr. Donald R. Holsinger (1978-1993); Retired Chief
of Medicine, Memorial Hospital of Martinsville
and Henry County, Martinsville, Virginia
The Rev. David F. Jarvis, II (1991-2004); Retired
United Methodist Church Minister, Richmond,
Virginia
Ira M. Lechner (1989-1998); Retired Attorney,
Escondido, California
John W. Pearsall (1955-1975); Retired Attorney/
Partner, Pearsall & Pearsall, Richmond, Virginia
(Date in parentheses indicates year in which
individuals were named honorary trustees)
A. S. Forrest (1992); Retired President, Hampton
Roads Seafood, Poquoson, Virginia
Dr. C. Robert Lincoln (2002); Retired Physician,
Durham, North Carolina
Board of Associates
Officers
David B. Robinson, Chairman
Charles Moncure, Vice Chairman
Michael C. Carter, Secretary
Members
(Date in parentheses indicates year of election)
163
Bruce J. Adkins (2005); National Sales Manager,
White River Hardwoods, Little Rock, Arkansas
Everette G. Allen, III (2006); Attorney, Ashland,
Virginia
Bradley C. Ansary (2002); Associate, ABN, AMRO,
New York, New York
T. Daniel Applewhite (2005); General Counsel,
Genworth Financial, Inc., Richmond, Virginia
Anita Barnhart (2007); Administrator, Hanover
County Public Schools, Ashland, Virginia
David A. Brat, Ph.D. (2006); Professor,
Randolph-Macon College, Ashland, Virginia
David L. Brown ’98 (2007); Investment Adviser,
Richmond, Virginia
David F. Cooper (1998); Pilot, Hedgesville, West
Virginia
James S. Crank (2006); President, JSC Insurance,
Hampton, Virginia
Anne Raynor Hutchinson-Dahlquist (2006); Vice
President, VeriSign, Inc., Lansdowne, Virginia
Directory
James R. Darden, Jr. (1999); Retired Surgeon,
Surgical Specialists of Richmond, Inc., Richmond,
Virginia
Kenton S. Dunn (1999); Owner, Dunn Brothers, Inc.,
Culpeper, Virginia
Richard H. Forrester, Jr. (1999); Retired, Trigon
Blue Cross Blue Shield, Richmond, Virginia
Langdon Gibson, III (2004); President, PaperCraft,
Inc., Fairfax, Virginia
Paul F. Goree, III (2005); Vice President, Merrill
Lynch, Washington, DC.
Robert E. Gray (2005); Chief Operating Officer,
Strategic Insight, Ltd., Arlington, Virginia
Carl Gupton, (2006); Sales Manager, Commonwealth
Packaging, Richmond, Virginia
George Mark Hamby (2005); Chief Operating Officer,
Capital Securities Management, Richmond, Virginia
A. G. Ingram (2004); Retired Investment Adviser,
Rocky Mount, North Carolina
Rodney A. Jefferson ’94 (2007); President, Virginia
Credit and Finance, Richmond, Virginia
R. Earl Johnson ’67 (2007); President, Genesis
Development Corporation, Richmond, Virginia
Margaret Lanning-Chin (2004); Senior Vice
President, Wachovia Bank, Summit, New Jersey
Barnaby M. Keller (2006); Account Manager, Keller
Technologies Corporation, Cornelius, North Carolina
Charles P. Moncure, Jr. (2002); Principal, Dominion
Partners, L.C., Richmond, Virginia
Joseph E. Parker (1999); Retired President, Chief
Executive Officer, McIntyre Equipment Corp.,
Richmond, Virginia
William David Parrish (2005); Senior Manager,
Swedish Match North America, Richmond, Virginia
Annette C. Paul (2004): Pharmacist/Clinical Manager,
First Health Corporation, Ashland, Virginia
Jeffrey A. Pisaro (2004); Attorney, U. S. Veterans
Administration, Alexandria, Virginia
William S. Rawls (2005); Teacher, Fairfax County
Public Schools, Burke, Virginia
David S. Robinson (2001); CPA, Richmond, Virginia
Anislie M. Rose (2004); Loan Officer, Signature
Mortgage Services, Arlington, Virginia
Chad H. Rowe ’93 (2007); Real Estate Developer,
Charlottesville, Virginia
Daniel F. Scandling (2004); Chief of Staff,
Congressman Frank Wolf, Alexandria,Virginia
Enid Suzanne Sheafer (1999); Retired Teacher,
Fairfax County Public Schools, Alexandria, Virginia
L. Brooke Shepherd (2004); Probation and Parole
Officer, Commonwealth of Virginia, Richmond,
Virginia
David L. Shepardson (2004); Managing Director,
Exim Trade Finance Corpooration, Richmond,
Virginia
Andrea Smith Sealy ’93 (2007); Education
Consultant, Poquoson, Virginia
Eric Loflin Smith ’06 (2005); Project Manager and
Planner, Northrup Grumman, Alexandria, Virginia
Hampden H. Smith, III (2004); Professor, Washington
and Lee University, Lexington, Virginia
Eric S. Spencer ’94 (2007); President, Spence Home
Center, Lexington, Virginia
David C. Whitehead, III ’96 (2007); Lobbyist,
Richmond, Virginia
William M. Sprinkle (2005); Engineer, Virginia
Department of Corrections, Richmond, Virginia
Timothy P. Stuller (2006); Client Executive, IBM
Corp., Richmond, Virginia
Claiborne G. Thomasson (2006); President,
Diversified Restaurant Management, Inc.,
Richmond, Virginia
Southey E. Thompson ’94 (2000); Bank of America,
Richmond, Virginia
Jeffrey B. Ward (1999); Vice President, Sales and
Marketing, Blue Rhino, Winston-Salem, North
Carolina
Sarah M. Weidig (2005); Harrisonburg, Virginia
Jeffrey P. Wilson (2006); President, Bear Progress,
LLC, Wilmington, North Carolina
Judy Winston (2001); Richmond, Virginia
Dal F. Wooten, III (2001); Retired Professor of
English, Randolph-Macon College, Ashland,
Virginia
Board of Directors of the
Society of Alumni
Officers
John Nestor VanderSyde ’85, President
Whitney K. Forstner ’98, Vice President
Kate Viall Stottlemyer ’99, Secretary
(Numbers in parentheses indicate term expiration date)
James R. Allen ’57 (2011); Retired Director-Student
Activities, Yorktown High School, Arlington,
Virginia
James R. Bergdoll ’57 (2011); President/Executive
Director, Virginia United Methodist Foundation,
Virginia Beach, Virginia
Joanna Webb Bigley ’95 (2011); Awnings by Bigley
Associates, Newport News, Virginia
Shelley Olds Burns ’87 (2010); Director of Career
Programs in Business, Robins School of Business,
University of Richmond, Virginia
164
Directory
John J. Davies, III ’69 (2010); Partner, Davies,
Barrell, Will & Llewellyn, P.C., Culpeper, Virginia
William D. Davis, Jr ’78 (2011); Senior Pastor, Bon
Air United Methodist Church, Richmond, Virginia
Jennifer Baker Edwards ’90 (2010); Vice PresidentFinancial Div. Support, CCO Mortgage
Corporation, Glen Allen, Virginia
Whitney K. Forstner ’98 (2011); Principal,
Momentum Resources, Richmond, Virginia
Linda Thompson Gibson ’84 (2010); NRI Staffing
Resources, Operations Manager, Washington, D.C.
Peter Ridgely Hall ’84 (2010); Owner, Ginney Point
Marina & President/CEO Marina Management
Associates, Gloucester, Virginia
Catherine W. Ham ’01 (2010); Project Manager,
The Martin Agency, Richmond, Virginia
David M. Hindman ’72 (2010); Director, Wesley
Foundation, United Methodist Campus Ministry,
Williamsburg, Virginia
Donna Klepper ’75 (2011); Director, University of
Virginia School of Continuing & Professional
Studies, Keswick, Virginia
Robert Bolling Lambeth, Jr. ’71 (2011); President,
Council of Independent Colleges of Virginia,
Forest, Virginia
T. Hunter Leemon ’00 (2010); Graduate Student,
Virginia Commonwealth University, Richmond,
Virginia
James Simpson Mathews, Jr. ’96 (2009); Project
Manager, Epic Concrete, Inc., Washington, D.C.
Haywood A. Payne ’68 (2011); President, Chevron
Real Estate Management Co., Fullerton, California
Mary Elizabeth Puccinelli Quist ’94 (2009); Vice
President & Director, Regulatory Affairs,
Conference of State Bank Supervisors, Alexandria,
Virginia
Graham Rashkind ’96 (2010); Realtor, Keller
Williams Real Estate, Richmond, Virginia
Henry E. Riley ’57 (2011); Pastor, Centenary United
Methodist Church, Chesterfield, Virginia
Shelby Clayton Salley ’77 (2009); Teacher, Loudoun
County, Virginia
Carl Ridgeley Schlaich, Esq. ’78 (2009); Attorney/
Partner, Schlaich, Thompson, Chartered, Bel Air,
Maryland
Kate Viall Stottlemyer ’99 (2011); Store Manager,
Tweed, Manakin-Sabot, Virginia
Scott Muir Stroh ’92 (2009); Independent Museum
Professional, Manteo, North Carolina
Scott Carter Sutton ’87 (2009); Director of Business
Development, Virginia, Froehling & Robertson,
Inc., Richmond, Virginia
Marvin T. Thompson ’92 (2011); President,
Empowered, LLC, Chesterfield, Virginia
Rhonda Lipscomb Toussaint ’85 (2010); Homemaker
and former Director of Resident Services, The
Hermitage at Cedarfield Lifecare Community,
Ashland, Virginia
John Nestor VanderSyde ’85 (2011); Residential Real
Estate Sales, Virginia Properties/Long & Foster
Company, Richmond, Virginia
Robert E. Vaughn, Jr. ’75 (2011); Pastor, Community
of Faith United Methodist Church, Herndon,
Virginia
Non-Elected Board Members Serving as Committee
Chairs
Jaime Deafenbaugh Dunn ’98 - Assistant Director of
Admissions, College of William & Mary School of
Law, Student/Alumni Programs Committee,
Williamsburg, Virginia
Caroline R. Kozonasky ’01 – Director of Resource
Development, Massey Cancer Center, Homecoming
Committee, Richmond, Virginia
Thomas S. (Trey) McCallie ’93 – Realtor, Long and
Foster Realty, Alumni Development Committee,
Glen Allen, Virginia
Allison McCabe O’Brien ’77 - Long & Foster
Companies, Business Development Manager,
Relocation Division, Alumni Recruitment
Committee, Richmond, Virginia
Susan Draney Schick ’84 - Regional Vice President of
Sales for United Healthcare, Nominating
Committee, Potomac, Maryland
Special Members
Charles W. Wornom ’64, President, Abbitt Realty
Company, Newport News, Virginia
Non Elected Board Members
Andrew Price ’04, Loan Officer, Suntrust Bank,
Young Alumni Board, Chair, Richmond, Virginia
Chair
Mr. Wesley C. Morck, Jr. and Mrs. Anne Nelson Morck
Richmond, Virginia
Parents Association Board of Directors
Vice Chair
Mr. C. Alec Stewart and Mrs. Michelle Stewart
Midlothian, Virginia
165
Directory
Board Members
Mr. Chris E. Beale and Mrs. Rhonda Beale
Glen Allen, Virginia
Mr. Ronald G. Pusey and Mrs. Karen Pusey
Mechanicsville, Virginia
Mr. Walter Schwarz and Mrs. Angelika Schwarz
Hillsborough, North Carolina
Mr. Edward J. Bolton and Mrs. Renee W. Bolton
Manassas, Virginia
Ms. Tabatha P. Scruggs
Fredericksburg, Virginia
Dr. William Carne and Mrs. Linda Carne
Crozier, Virginia
Ms. Agnes Toth
Richmond, Virginia
Mr. Joe Carson and Mrs. Regina Carson
Chester, Virginia
Dr. Michael E. Vines and Mrs. Alice Vines
Valle Crucis, North Carolina
Mr. Jeffrey R. Davidson and Mrs. Elizabeth Davidson
Suffolk, Virginia
Mr. Lynwood David Wade and Mrs. Wendy Wade
Glen Allen, Virginia
Ms. Nancy S. Dellinger
McLean, Virginia
Mrs. Angelea R. Wood
Glen Allen, Virginia
Mr. H. Allen Floyd, III and Mrs. Cindy Floyd
Belle Haven, Virginia
Mrs. Susan Wager
Lexington, Virginia
Mr. Frank A. Gunther, III and Mrs. Pat Bosse
Hydes, Maryland
Mr. Daniel P. Hitchcock and Ms. Heather L. McCutcheon
Upper Montclair, New Jersey
Faculty
(Date after name indicates year appointed to faculty)
Mr. Terry C. Husz and Mrs. Shirley Husz
Mechanicsville, Virginia
Mr. Alfred B. Jenkins and Dr. Claire M. Nolin
Willington, Connecticut
Mr. Tim Johnstone and Mrs. Cydney Johnstone
Richmond, Virginia
Mrs. Ellen Keeter
Virginia Beach, Virginia
Mr. Walter J. Malone, Jr. and Mary C. Malone, Esq.
Midlothian, Virginia
Mr. David L. Meyer and Mrs. Cindy Meyer
Fairfax, Virginia
Mr. Frank J. Murphy, III and Mrs. Teri G. Murphy
McLean, Virginia
Ms. Jacquelyn K. Nunez
Alexandria, Virginia
Mr. William R. Perritt and Dr. Denise A. C. Perritt
Elkton, Virginia
166
Amy B. Armenia, 2008, Assistant Professor of
Sociology; B.S. University of Massachusetts
Amherst (1997), M.A. University of Massachusetts
Amherst
(2002),
Ph.D.
University
of
Massachusetts Amherst (2006).
Thomas J. Badey, 1998, Professor of Political Science;
B.S. University of Maryland (1986), M.A.
University of South Florida (1987), Ph.D.
Universitaet Heidelberg (1993).
Lauren Cohen Bell, 1999, Associate Dean of the
College and Associate Professor of Political
Science; B.A. The College of Wooster (1994),
M.A. The University of Oklahoma (1997), Ph.D.
The University of Oklahoma (1999).
Sarah Bendall, 2009, Visiting Instructor of
Mathematics; B.S. Randolph-Macon College
(2003), M.S. University of Virginia (2006).
Richard V. Benson, 2009, Assistant Professor
of German; B.A. New York University (1999),
M.A. UNC-Chapel Hill (2005), Ph.D. UNC-Chapel
Hill.
Mathias D. Bergmann, 2004, Assistant Professor of
History; B.S. Eastern Oregon University (1998),
M.A. Washington State University (2000), Ph.D.
Washington State University (2004).
E. Raymond Berry, 1982, Professor of the Arts; B.A.
University of Virginia (1971), M.F.A. University of
North Carolina at Greensboro (1975).
Directory
Chirashree Bhattacharya, 2003, Assistant Professor of
Mathematics; B. Tech. Indian Institute of Technology
(1993), M.S. Carnegie Mellon University (1997),
Ph.D. University of Virginia (2003).
Denise L. Bissler, 2003, Associate Professor of
Sociology; B.A. The University of Akron (1994),
M.A. The University of Akron (1997), Ph.D. North
Carolina State University (2003).
Kimberly C. Borchard, 2009, Assistant Professor of
Spanish; B.A. Ohio University (2000), M.A. Ohio
University (2001), Ph.D. University of Chicago (2009).
María José Bordera-Amérigo, 2004, Assistant
Professor of Spanish; B.A. Universidad de Alicante
(1995), M.A. University of Pennsylvania (2000),
Ph.D. University of Pennsylvania (2004).
David Alan Brat, 1996, Professor of Economics/
Business; B.A. Hope College (1986), M. Div.
Princeton Theological Seminary (1990), Ph.D.
American University (1995).
Eugene Harold Breitenberg, Jr., 2005, Assistant
Professor of Religious Studies; B.A. College of
William & Mary (1977), M.M. The Catholic
University of America (1983), M.Div. Union
Theological Seminary in Virginia (1991), Ph.D.
Union Theological Seminary and Presbyterian
School of Christian Education (2004).
Timothy A. Brown, 2008, Visiting Assistant Professor
of Religious Studies; B.A. Wabash College (1987),
M.A. New York University (1991), M. Phil.
Syracuse University (1995), Ph.D. Syracuse
University (2006).
Jennifer E. Bruce, 1999, Director of Instruction,
Higgins Academic Center and Associate Professor
of Education; B.S. Murray State University (1969),
M.Ed. University of Louisville (1972), Ph.D.
Virginia Commonwealth University (1995).
Benjamin A. Burrell, 1986, Associate Professor of
Computer Science; B.A. College of the Holy Cross
(1964), M.S. Ohio State University (1966), Ph.D.
Ohio State University (1975), M.S. Virginia
Commonwealth University (1985).
Jen Cadwallader, 2009, Assistant Professor of English;
B.A. Alfred University (2001), M.A. University of
North Carolina at Chapel Hill (2003), Ph.D.
University of North Carolina at Chapel Hill.
Jennie E. Callas, 2005, Instruction Librarian in the
McGraw-Page Library and Assistant Professor;
B.A. McDaniel College (2003), M.L.S. University
of Maryland (2005).
John McKesson Camp, III, 1995, Professor of
Classics; B.A. Harvard University (1968), M.A.
Princeton University (1972), Ph.D. Princeton
University (1977).
David A. Clark, 2008, Assistant Professor of Mathematics; B.S. Oxford University (2001), Ph.D.
University of California (2008).
Joan L. Conners, 2005, Associate Professor of
Communication Studies; B.A. Marquette
University (1989), M.A. Marquette University
(1991), Ph.D. University of Minnesota-Twin Cities
(2001).
David M. Coppola, 2004, Professor of Biology; B.A.
University of Virginia (1979), M.S. East Tennessee
State University (1981), Ph.D. North Carolina State
University (1985).
Marisa R. Cull, 2008, Assistant Professor of English;
B.A. Capital University (2002), M.A. Ohio State
University (2004), Ph.D. Ohio State University
(2008).
Gregory Neil Daugherty, 1976, Professor of Classics;
B.A. University of Richmond (1970), M.A.
Vanderbilt University (1975), Ph.D. Vanderbilt
University (1977).
Brenda M. Davis, 1985, Professor of Education; B.A.
University of Richmond (1977), M.A. University
of
Richmond
(1979),
Ph.D.
Virginia
Commonwealth University (1982).
Amy Vanderlyn deGraff, 1978, Professor of French;
B.A. University of Michigan (1964), M.A.
University of Illinois (1968), Ph.D. University of
Virginia (1978).
James M. Doering, 1999, Associate Professor of
Music; B.M. The College of Wooster (1990), M.M.
University of North Carolina (1992), Ph.D.
Washington University (1998).
D. Reber Dunkel, 1997, Visiting Assistant Professor of
Sociology; B.A. The Ohio State University (1968),
M.S. The Ohio State University (1973), Ph.D.
Michigan State University (1985).
Mine Eren, 2002, Associate Professor of German; M.A.
Ludwig-Maximilians-Universität (1992), M.A. Brown
University (1995), Ph.D. Brown University (1999).
Michael S. Fenster, 1995, Associate Professor of Geology
and Environmental Studies; B.S. University of
Mississippi (1982), M.S. University of Mississippi
(1986), Ph.D. Boston University (1995).
Michael R. Fischbach, 1992, Professor of History;
B.A. Northwestern University (1980), M.A.
Georgetown University (1986), Ph.D. Georgetown
University (1992).
Elizabeth Ann Fisher, 1987, Professor of Classics and
Art History; B.A. College of William and Mary
(1977), M.A. Florida State University (1980),
Ph.D. University of Minnesota (1988)
James A. Foster, 1998, Associate Professor of Biology;
B.S. Lebanon Valley College (1986), Ph.D.
University of Virginia (1993).
Matthew R. Francis, 2009, Visiting Assistant Professor
of Physics; B.A. Central College (1998), Ph.D.
Rutgers University (2005).
167
Directory
William T. Franz, 1983, Professor of Physics; B.S.
Muhlenberg College (1976), M.S. University of
Delaware (1978), Ph.D. University of Delaware (1981).
Bryan Giemza, 2008, Assistant Professor of English;
B.A. University of Notre Dame (1995), J.D.
University of North Carolina at Chapel Hill (1999),
M.A. University of North Carolina at Chapel Hill
(2001), Ph.D. University of North Carolina at
Chapel Hill (2004).
Elizabeth A. Gill, 1996, Charles J. Potts Professor of Social
Science and Professor of Sociology; B.A. Trinity
University (1984), M.A. Yale University (1987), Ph.D.
University of Texas at Austin (1994).
Amy W. Goodwin, 1990, Professor of English; B.A.
Allegheny College (1977), M.A. Carnegie-Mellon
University (1984), Ph.D. Ohio State University (1990).
Charles Gowan, 1996, Paul Wornom Professor of
Biological Sciences, Professor of Biology, and
Director of the First-Year Experience; A.S.
Herkimer County Community College (1982), B.S.
State University of New York (1982), M.S.
Michigan State University (1984), Ph.D. Colorado
State University (1995).
Nora S. Green, 2004, Assistant Professor of Chemistry;
B.S. Eckerd College (1996), Ph.D. The University
of California, Los Angeles (2001).
Melanie Gubbels Bupp, 2009, Assistant Professor of
Biology; B.S. Creighton University (2000), Ph.D.
University of Colorado (2005).
Aouicha E. Hilliard, 1977, Professor of French and
Director of the Office of International Education;
Licence es Lettres, Universite d’Alger (1969),
M.A. University of Rhode Island (1971), Ph.D.
University of Rochester (1976).
Gregg Hillmar, 2002, Associate Professor of Theatre;
B.A. University of Richmond (1979), M.F.A.
University of Texas (1986).
Sarah K. Huber, 2008, Assistant Professor of Biology;
B.S. Duke University (1999), Ph.D. University of
Massachusetts Amherst (2007).
Benjamin I. Huff, 2006, Assistant Professor of
Philosophy; B.A. Brigham Young University
(1996), M.A. University of Notre Dame (2000),
Ph.D. University of Notre Dame (2006).
Alva T. Hughes, 1991, Associate Professor of Psychology; B.S. Randolph-Macon College (1981), M.S.
University of Maryland College Park (1985), Ph.D.
University of Maryland College Park (1988).
M. Thomas Inge, 1984, Blackwell Professor of the
Humanities; B.A. Randolph-Macon College
(1959), M.A. Vanderbilt University (1960), Ph.D.
Vanderbilt University (1964).
Alphine Jefferson, 2005, Professor of History; A.B.
University of Chicago (1973), M.A. Duke
University (1975), Ph.D. Duke University (1979).
William W. Johnston, 2007, Professor of Mathematics;
B.S. Wake Forest University (1982), Ph.D.
University of Virginia (1988).
Kristen J. Klaaren, 1994, Professor of Psychology;
B.A. Hope College (1987), M.A. University of
Iowa (1989), Ph.D. University of Virginia (1993).
Carroll M. LaHaye, 1981, Director of Physical
Education and Associate Professor; B.S. University
of Maine at Machias (1977).
Kelly Gurly Lambert, 1989, Macon and Joan Brock
Professor of Psychology and Codirector of the
Office of Undergraduate Research; B.A. Samford
University (1984), M.S. University of Georgia
(1986), Ph.D. University of Georgia (1988).
Steven D. Lang, 1987, Professor of Economics; B.A.
University of Pittsburgh (1982), M.A. University of
Pittsburgh (1985), Ph.D. University of Pittsburgh
(1990).
Charles J. Leska, 2001, Associate Professor of
Computer Science; B.S. LeMoyne College (1969),
M.A. University of Vermont (1971), Ph.D.
Syracuse University (1975).
Grace E. Lim-Fong, 2009, Assistant Professor of Biology;
B.S. University of California, Berkeley (1998), Ph.D.
University of California, San Diego (2004).
Scott London, 2001, Associate Professor of
Anthropology; B.A. Vassar College (1985), M.A.
University of Arizona (1991), Ph.D. University of
Arizona (1999).
George S. Lowry, 1984, Professor of Business; B.A.
Morris Harvey College, University of Charleston
(1975), M.S. Radford University (1977), Ph.D.
Virginia Commonwealth University (1992).
Mark R. Malin, 1997, Associate Professor of Spanish;
B.A. University of Colorado (1983), M.A.
University of Colorado (1990), Ph.D. University of
Colorado (1996).
Mark G. Malvasi, 1992, Isaac Newton Vaughan
Professor of History; B.A. Hiram College (1980),
M.A. University of Chicago (1981), Ph.D.
University of Rochester (1991).
April D. Marchetti, 2001, Associate Professor of
Chemistry; B.S. Randolph-Macon College (1997),
Ph.D. The Pennsylvania State University (2001).
William Wallace Martin, 1971, Stephen H. Watts
Professor of Biology; B.A. University of North
Carolina at Chapel Hill (1966), Ph.D. University of
North Carolina at Chapel Hill (1970).
Joe Mattys, 1990, Professor of Theatre; B.A. Colorado
College (1967), M.A. Illinois State University
(1969), M.F.A. University of Virginia (1978).
Marilyn J. Mattys, 1990, Assistant Professor of
Communication Studies; B.A. College of Wooster
(1967), M.A. Illinois State University (1969),
M.F.A. The University of Virginia (1978).
168
Directory
Mary Nelson Reynolds, 1988, Instructor of English;
B.S. Virginia Commonwealth University
(1967), M.A. Virginia Commonwealth University
(1977).
Robert J. Resnick, 1996, Professor of Psychology; B.A.
Syracuse University (1962), M.A. Temple University
(1963), Ph.D. University of Tennessee (1968).
Adrian C. Rice, 1999, Associate Professor of
Mathematics; B.S. University College, London
(1992), M.S. King’s College, London (1993), Ph.D.
Middlesex University (1997).
Cedar Riener, 2009, Assistant Professor of Psychology;
B.A. Harvard University (1998), Ph.D. University
of Virginia (2007).
Leslie R. Roberson, 1996, Visiting Instructor of
Education; B.A. Rollins College (1976), M.Ed.
University of Virginia (1981).
Debra Rodman, 2004, Assistant Professor of
Anthropology and Women’s Studies; B.A.
University of Miami (1994), M.A. University of
Miami (1998), Ph.D. Univ. of Florida (2006).
Jerome Clayton Ross, 2006, Associate Professor of
Religious Studies; B.A. Randolph-Macon College
(1975), M.Div. Virginia Union University (1978),
Ph.D. The University of Pittsburgh (1997).
Christopher O. Ryder, 2005, Assistant Professor
of Music and Director of Choral Activities;
B.A. Mary Washington College (1989), M.A.
George Mason University (1996), D.M.A.
Shenandoah Conservatory of Shenandoah
University (2004).
Edward John Schmidt, 1967, Associate Professor of
Economics; B.A. Iona College (1964), M.A.
University of Maryland (1967).
Serge Schreiner, 1986, Dudley P. and Patricia C. Jackson
Professor of Chemistry and Codirector of the Office
of Undergraduate Research; B.S. Miami University
(1980), Ph.D. Clarkson University (1990).
Maria M. Scott, 1992, Professor of English; B.A.
University of California at Los Angeles (1979),
A.A. American Academy of Dramatic Arts (1982),
M.A. University of Chicago (1988), Ph.D.
University of Chicago (1992).
Theodore F. Sheckels, Jr., 1980, A.G. Ingram Professor
of English, Professor of English and
Communication, and Director of Speaking,
Higgins Academic Center; B.S. Duquesne
University (1972), M.A. Pennsylvania State
University (1974), Ph.D. Pennsylvania State
University (1979).
Jennifer Shotwell, 2007, Director of the Butler
Multimedia Learning Center and Instructor of
French; B.A. Washington and Lee University
(1995), M.A. University of North Carolina Chapel
Hill (2004).
Daniel Vincent McCaffrey, 1975, Professor of
Classics; A.B. Fordham University (1968), Ph.D.
University of Michigan (1974).
Richard J. Meagher, Jr., 2009, Assistant Professor of
Political Science; B.A. Muhlenberg College
(1993), M.A. City University of NY (2003), Ph.D.
City University of NY (2008).
Rebecca R. Michelsen, 2005, Assistant Professor of
Chemistry; B.A. Occidental College (1996), Ph.D.
University of Minnesota (2002).
Gayla M. Mills, 2006, Director of the Writing Center
and Instructor of English; B.A. University of
Virginia (1984), M.A. University of Virginia
(1998), M.A. Virginia Commonwealth University
(2000).
John B. Mingus, 1990, Instructor of Communication
Studies; B.A. Lambuth College (1961), M.A.
University of Delaware (1971).
Todd S. Munson, 2003, Associate Professor of Asian
Studies; B.A. University of Massachusetts (1991),
M.A. Indiana University (2000), Ph.D. Indiana
University (2004).
Susan W. Parker, 2004, Assistant Professor of
Psychology; B.A. University of Richmond (1997),
Ph.D. University of Minnesota (2002).
Thomas Peyser, 1994, Professor of English and
Director of Writing; A.B. Harvard University
(1984), M.A. University of Virginia (1987), Ph.D.
University of Virginia (1992).
C. Barry Pfitzner, 1982, Edward W. Sesse Professor of
Economics; B.S. Bridgewater College (1970),
M.A. Old Dominion University (1972), Ph.D. The
Catholic University of America (1983).
Thomas William Porter, 1974, Professor of History;
B.A. Northern Illinois University (1965), M.A.
Northern Illinois University (1968), Ph.D.
Northern Illinois University (1972).
Laurie A. Preston, 2005, Head of Reference in the
McGraw-Page Library and Associate Professor;
B.A. State University of New York at Albany
(1984), M.S. Simmons College (1989).
Liliana V. Puppi-Redfern, 2006, Modern Languages
Cocurricular Director and Instructor of Spanish:
J.D. Pontifical Catholic University of Peru (1987),
Master of Civil Law Pontifical Catholic University
of Peru (1990), Master of Public and International
Affairs the University of Pittsburg (1992).
John R. Rabung, 1982, Professor of Computer Science;
B.A. University of Akron (1965), M.A. Washington
State University (1967), Ph.D. Washington State
University (1969).
Patricia Reagan, 2008, Assistant Professor of Spanish;
B.A. Hood College (2002), M.A. University of
Virginia (2004), Ph.D. University of Virginia
(2008).
169
Directory
Donna S. Turney, 1985, Associate Professor of
Philosophy; B.A. State University of New York at
Plattsburgh (1976), Ph.D. University of
Pennsylvania (1985).
Patricia F. Watkinson, 2008, Assistant Professor of
History; B.A. College of William and Mary (1975),
M.A. University of Virginia (1989), Ph.D.
University of Virginia (2001).
Deborah R. Wesley, 2000, Visiting Assistant Professor
of English; B.A. Virginia Polytechnic and State
University (1985), M.A. College of William and
Mary (1990), Ph.D. Louisiana State University
(1994).
Michael G. Wessells, 1981, Professor of Psychology;
B.A. Roanoke College (1970), M.A. University of
Massachusetts (1973), Ph.D. University of
Massachusetts (1974).
Edward J. Woodward, 1983, Instructor of Accounting;
B.S. Virginia Commonwealth University (1982),
M.A. Virginia Commonwealth University (1984).
Deonna Woolard, 1999, Associate Professor of
Physics; B.S. Bethany College (1992), M.S.
College of William and Mary (1994), Ph.D.
College of William and Mary (1999).
Lynda W. Wright, 2005, Head of Technical Services in
the McGraw-Page Library and Assistant Professor;
B.A. University of the South (1981), M.A.
University of Virginia (1983), M.S. Columbia
University (1987).
Jiaxin Wu, 1991, Senior Lecturer of Chinese Language
and Literature; Chinese Language & LiteratureBeijing Teacher’s College (1965), TESL Second
Foreign Language Institute at Beijing (1983),
TESL State University of New York-Albany
(1984), M.A. University of Pittsburgh (1985).
Virginia Ella Young, 2000, Director of the McGrawPage Library and Professor; B.A. Rice University
(1970), M.L.S. University of Alabama (1990),
Ph.D. University of Alabama (1997).
Zizi Zhang, 1995, Head of Media and Instructional
Support; Director of Instructional Technology, and
Associate Professor; B.A. Nanjing University
(1988), M.A. The University of Iowa (1994), M.A.
The University of Iowa (1995).
Edward D. Showalter, 2001, Associate Professor
of Management and Director of the Bassett
Internship Program; B.A. Randolph-Macon
College (1984), M.B.A. Virginia Commonwealth
University (1990), Ph.D. Virginia Commonwealth
University (1997).
George F. Spagna, Jr., 1986, Associate Professor of
Physics; B.S. Rensselaer Polytechnic Institute
(1973), M.S. Rensselaer Polytechnic Institute
(1982), Ph.D. Rensselaer Polytechnic Institute
(1986).
Catherine L. Staples, 1995, Professor of Accounting;
B.B.A. College of William & Mary (1981), Ph.D.
University of North Carolina (1990).
Traci L. Stevens, 2004, Assistant Professor of Biology;
B.S. University of Northern Iowa (1993), Ph.D.
Washington University (1998).
Brian Sutton, 2005, Assistant Professor of Mathematics;
B.S. Virginia Tech (2001), Ph.D. Massachusetts
Institute of Technology (2005).
Sandrine F. Teixidor, 2004, Assistant Professor
of French; Université de Paris VII (1996), M.A.
Ohio University (1998), Ph.D. Duke University
(2004).
Evie Terrono, 1990, Associate Professor of Art History;
B.A. University of Crete (1984), M.A. Queens
College (1986), Ph.D. The City University of New
York (2001).
John D. Thoburn, 2003, Associate Professor of
Chemistry; B.S. Haverford College (1984), M.S.
University of California (1988), Ph.D. University
of California (1991).
Anne R. Throckmorton, 2008, Visiting Instructor of
History; B.A. University of Virginia (1986), M.A.
Emerson College (1988), M.A. University of
Virginia (2005).
Bruce Torrence, 1993, Dorothy and Muscoe Garnett
Professor of Mathematics; B.A. Tufts University
(1985), M.A. University of Maryland, (1987),
Ph.D. University of Virginia (1991).
Eve A. Torrence, 1994, Professor of Mathematics; B.S.
Tufts University (1985), M.A. University of
Virginia (1988), Ph.D. University of Virginia
(1991).
John K. Trammell, 2000, Director of Disability
Support Services and Assistant Professor; B.A.
Grove City College (1986), M.Ed. Virginia
Commonwealth University (1991), Ph.D. Virginia
Commonwealth University (2006).
Brian Turner, 1996, Professor of Political Science;
B.A. University of South Carolina at Columbia
(1980), M.A. University of Denver (1983), Ph.D.
Tulane University (1992).
Professors Emeriti
Rachel N. Anderson, 1972, Professor of Physical
Education; B.S. Madison College (1960), M.Ed.
Virginia Commonwealth University (1971).
Ira Lee Andrews, III, 1963, Professor of Religious
Studies; B.A. Randolph-Macon College (1959), M.
Div. Emory University (1962).
170
Directory
Robert H.P. Baerent, 1972, Professor of German; B.A.
University of Maryland (1964), M.A. University of
Kentucky (1968), Ph.D. University of Connecticut (1978).
Joseph Beatty, 1983, Professor of Philosophy; B.A.
LaSalle College (1963), M.A. Johns Hopkins
University (1964), M.A. Haverford College (1966),
Ph.D. NorthWestern University (1972).
Dan T. Bedsole, 1984, Library Director and Professor;
A.B. Anderson College (1951), A.M. University of
Michigan (1955), A.M.L.S. University of Michigan
(1957), Ph.D. University of Michigan (1961).
Austin Francis Xavier Bishop, 1964, Associate
Professor of Mathematics; B.S. Randolph-Macon
College (1962), M.S. University of Utah (1964).
W. Franklin Boldridge, 1949, Professor of Chemistry;
B.S. Randolph-Macon College (1939), M.S. West
Virginia University (1941), Ph.D. West Virginia
University (1953).
Willie Ambler Chappell, Jr., 1966, Professor of
Religious Studies; B.A. Randolph-Macon College
(1950), M.Div. Yale Divinity School (1953),
S.T.M. Virginia Theological Seminary (1974).
Arthur F. Conway, 1979, Professor of Biology; B.S.
College of William and Mary (1968), Ph.D.
University of Miami (1973).
Patricia Long Dementi, 1975, Professor of Biology;
B.S. Westhampton College (1963), M.S. Medical
College of Virginia (1967).
Elsa Q. Falls, 1978, Associate Professor of Biology;
B.A. Westhampton College (1964), M.A.
University of Richmond (1972).
Brenda G. Gilman, 1988, Associate Professor of
Education; B.S. Longwood College (1967), M.Ed.
Virginia Commonwealth University (1979), Ph.D.
Virginia Commonwealth University (1996).
Carol C. Hughes, 1973, Associate Professor of
Psychology; B.S. Richmond Professional Institute
(1968), M.A. Virginia Commonwealth University
(1976), Ed.D. College of William and Mary (1986).
Bruce Lee King, 1975, Associate Professor of Biology;
B.S. University of Mississippi (1967), M.S.
University of Georgia (1971), Ph.D. University of
Georgia (1975).
C. Barry Knisley, 1979, The Paul H. Wornom Professor
of Biological Sciences; B.S. Pennsylvania State
University, M.S. (1966) and Ph.D. Rutgers
University (1969).
Roger H. Martin, 1997, President Emeritus and Professor
of History; B.A. Drew University (1965) Edinburgh
University (1966-1967), B.D. Yale University (1968),
D. Phil. Oxford University (1974).
William Meade McIlwaine, 1955, Professor of
English; B.A. Hampden-Sydney College (1950),
M.A. University of Virginia (1955).
Stuart Benton Monroe, 1965, Professor of Chemistry;
B.S. Randolph-Macon College (1956), Ph.D.
University of Florida (1962).
Ronald Lawrence Moore, 1967, Professor of
Mathematics; B.A. Randolph-Macon College
(1961), M.A. University of Virginia (1964), Ph.D.
University of Virginia (1966).
Brian Wesley Moores, 1980, Professor of Chemistry;
B.S. Bates College (1963), M.S. University of
Illinois (1965), Ph.D. University of Illinois (1968).
William Stanton Noë, 1963, Professor of German; B.A.
University of the South (1954), M.Div. University
of the South (1961), Ph.D. University of Virginia
(1973).
Robert Earl Offenbacker, 1958, Professor of
Mathematics; B.A. University of Virginia (1949),
M.A. University of Virginia (1951).
George Brown Oliver, 1950, Professor of History; B.A.
Randolph-Macon College (1949), M.A. Duke
University (1950), Ph.D. Duke University (1959).
Ladell Payne, 1979, President of the College and
Professor of English; B.A. Samford University
(1955), M.A. Louisiana State University (1956),
Ph.D. Stanford University (1966).
William Warren Reinhardt, 1967, Professor of
History; A.B. Duke University (1962), M.A. Duke
University (1964), Ph.D. Duke University (1969).
Louise C. Richards, 1973, Head, Technical Services
with rank of Professor; B.A. Wilson College
(1945), M.S. in Library Science Syracuse
University (1970).
James Edward Scanlon, 1968, Professor of History;
A.B. Georgetown University (1962), M.A.
University of Wisconsin (1965), Ph.D. University
of Virginia (1969).
Betty Jean Seymour, 1971, Professor of Religious
Studies; B.A. Furman University (1953), M.R.E.
Baptist Theological Seminary (1955), M.A.
University of Richmond (1967), Ph.D. Duke
University (1975).
Ronald David Ward, 1958, Professor of the Arts; B.A.
University of Richmond (1957), M.M. University
of Illinois (1958), Ph.D. The Catholic University of
America (1973).
Ritchie D. Watson, Jr., 1970, A. G. Ingram Professor
of English; A.B. University of North Carolina at
Chapel Hill (1965), M.A. University of North
Carolina at Chapel Hill (1967), Ph.D. University of
North Carolina at Chapel Hill (1973).
Helmut Werner, 1962, Professor of Physical
Education; B.S. Lynchburg College (1961).
Dal Floyd Wooten III, 1958, Professor of English; B.A.
University of North Carolina (1954), M.A.
University of North Carolina (1961).
Frederick Robert Worth, 1976, Associate Professor of
Spanish; B.A. Haverford College (1963), M.A.
University of Pittsburgh (1966), Ph.D. Harvard
University (1973).
171
Directory
Jon-David Byers, B.S.
Assistant Men’s Basketball Coach
Nathan Davis, B.A.
Head Men’s Basketball Coach
Crystal Carper, B.S.
Head Field Hockey Coach
David Carper
Assistant Field Hockey Coach
Ben Delia, B.A.
Head Swimming Coach
Martin Dell
Assistant Men’s Soccer Coach
Sarah Farrar
Assistant Women’s Soccer Coach
Ashley Gilroy, B.S.
Assistant Women’s Lacrosse Coach
Charles Gray
Assistant Tennis Coach
Matt Gray, B.A., M.S.
Assistant Football Coach
Ray Hedrick, B.A.
Head Baseball Coach
Kira Johnson
Assistant Swimming Coach
Lucas Jones, B.A., M.S.
Assistant Baseball Coach
Dan Kanach, B.A.
Head Women’s Lacrosse Coach
Chris Kilcoyne, B.A.
Sports Information Director
Carroll LaHaye, B.S.
Head Women’s Basketball Coach
Karren Mann, B.A.
Assistant Field Hockey Coach
Richard (Mac) McConnell, B.A.
Assistant Football Coach
Peter McEvoy, B.S.
Head Men’s Soccer Coach
Russell Mollet, B.S., M.S.
Assistant Football Coach
Zachary Nedbalski, B.A.
Assistant Men’s Lacrosse Coach
Mike Plantholt, B.A.
Head Men’s Lacrosse Coach
Kevin Proffitt, B.A.
Head Women’s Softball Coach
Kirsten Richter, B.A., M.Ed.
Assistant Women’s Basketball Coach
Sheila Roccia
Administrative Assistant
Administrative Staff
Office of the President
Robert R. Lindgren, B.S.B.A., M.Phil., J.D.
President
John C. Conkright, B.A., M.A.
Executive Assistant to the President
Elaine W. du Plessis
Assistant to the President
Deborah J. O’Dell
Secretary
William T. Franz, B.S., M.S., Ph.D.
Interim Provost and Vice President for Academic
Affairs
Lauren Cohen Bell, B.A., M.A., Ph.D.
Associate Dean of the College
Sandi Robison
Assistant to the Provost
Margaret Ann King
Administrative Assistant
Diana Lewis
Administrative Assistant
First-Year Experience Program
Charles Gowan, A.S., B.S., M.S., Ph.D.
Director
Deborah O’Dell
Administrative Assistant
Science Laboratory
Su-Chen Lo, B.S., M.S.
Manager
Butler Multimedia Learning Center
Jennifer Shotwell, B.A., M.A.
Director
Academic Secretaries
Susan Timberlake
Secretary to the Faculty
Barbara Wirth
Secretary to the Faculty
Athletic Department
Denis Kanach, B.A.
Athletic Director
Pedro Arruza, B.A., M.A.
Head Football Coach
Heather Bauby, B.S., M.Ed.
Head Athletic Trainer
Jeff Burns, B.A., M.S.
Assistant Athletic Director/Director of Athletic
Development
Office of the Provost
172
Directory
Melba G. George, B.A.
Library Assistant – Cataloging
Megan Hodge, B.A.
Circulation Supervisor
Vince Murphy, B.F.A.
Media Technician
Judee Showalter, B.A., M.A.
Library Assistant – Archives and Special Collections
Bill Rogers, B.A.
Head Women’s Volleyball Coach
Kris Rowh, B.S.
Assistant Volleyball Coach
Ed Turnage
Head Golf Coach
Wayne Vaughan, B.S.
Head Men’s & Women’s Tennis Coach
John Wajciechowski, M.S.
Assistant Volleyball Coach
Jim Woods, B.A., M.Ed.
Head Women’s Soccer Coach
Office of Institutional Research
Deborah A. White, B.S., M.A., Ph.D.
Director
Office of International Education
Aouicha E. Hilliard, L.L., M.A., Ph.D.
Director
Kimberly Cressy, B.A., M.A.
Assistant Director
Mayumi Nakamura, B.A., M.A.
International Programs Coordinator
Office of the Registrar
Alana R. Davis, B.S.
Registrar
TBA
Assistant Registrar
Janice L. Cooper
Associate Registrar
Patricia P. Sperry, B.S., M.A.
Administrative Assistant
Higgins Academic Center
Lauren Cohen Bell, B.A., M.A., Ph.D.
Associate Dean of the College
Jennifer Bruce, B.S., M.Ed., Ph.D.
Director of Instruction
Gayla Mills, B.A., M.A., M.A.
Director of the Writing Center
Ted Sheckels, B.S, M.A., Ph.D.
Director of Speaking across the Curriculum
Jack Trammell, B.A., M.Ed., Ph.D.
Director of Disability Support Services
Lily Zhang, B.A., M.A., M.A.
Director of Instructional Technology
McGraw-Page Library
Virginia E. Young, B.A., M.L.S., Ph.D.
Library Director
Jennie E. Callas, B.A., M.L.S.
Instruction Librarian
Laurie A. Preston, B.A., M.S.L.S.
Head of Reference
Lynda W. Wright, B.A., M.A., M.S.L.S.
Head of Technical Services
Lily Zhang, B.A., M.A., M.A.
Head of Media & Instructional Support
Emily Bourne, B.S.
Electronic Services Assistant
Chris Bryant, A.D.
Acquisitions Coordinator
Janci M. Caldwell, B.A. Ed.
Cataloger
Kelli Costain
Library Systems Administrator
Scarlett Dodl, B.G.S.
Library Assistant – Interlibrary Loan
Student Affairs
Dean of Students Office
Grant L. Azdell, B.A., M.Div.
Dean of Students
Kathryn A. Hull, B.S., M.Ed.
Senior Associate Dean of Students
Linda Neale
Administrative Systems Coordinator
Carrie Noonan, B.A., M.A.
Assistant to the Dean of Students
Student Development
James D. McGhee, Jr., B.A., M.P.A.
Director of Student Development
Student Life and Programs
Bill Blackmore, B.S., M.S.
Senior Director of Student Life and Programs
Sarah Hamby
Frank E. Brown Campus Center Manager
173
Directory
Brock Sports and Recreation Center
Bill Blackmore, B.S., M.S.
Senior Director of Student Life and Programs
George Koger
Part-time Manager
Bob Osborne
Part-time Manager
Dave Street
Part-time Manager
Joanne Verdi
Part-time Manager
Campus Safety
Linda Baron
Database Operator
Katie Borr
Part-time Communications Officer
John Caldwell
Campus Safety Officer
Terry Caldwell
Part-time Communications Officer
Chuck DeNoewer
Campus Safety Officer
Jennifer Duffey
Campus Safety Officer
Debi Dyer
Part-time Communications Officer
Ed Gilkey
Campus Safety Officer
Scott Gurley
Campus Safety Officer
Kim Hansen
Campus Safety Officer
Dennis Hawk
Part-time Parking Officer
Kathryn A. Hull, B.S., M.Ed.
Senior Associate Dean of Students
Maurice Kiely
Assistant Director of Campus Safety
Pam Leubner
Part-time Communications Officer
Anthony Maida
Campus Safety Evening Supervisor
Robin McKinney
Communications Officer
Linda Neale
Operations Manager, Office of Campus Safety
Alan Paschal
Campus Safety Officer
Dana Rada
Part-time Communications Officer
Scotty Ruff
Campus Safety Officer
Ashley Williams
Part-time Communications Officer
The Center for Career and Counseling Services
D. Craig Anderson, B.A., M.Ed., Ph.D.
Director, Center for Career and Counseling
Services
Sarah Burgess, B.S., M.Ed.
Career Counselor
Elsie Cimorelli
Administrative Assistant
Wendy Northup, B.A., M.A.
Coordinator of Alcohol and Other Drug
Prevention
Mary Polce-Lynch, B.A., M.A., Ed.S., Ph.D.
Associate Director, Counseling Services
Catherine Rollman, B.A, M.S
Associate Director, Career Services
Beth Schubert, B.A., M.Ed., Ph.D
Part-Time Counselor
Chaplain’s Office
Darrell Headrick, B.A., M.Div.
Chaplain and Coordinator of Volunteer Services
Leadership and Gender Resources
Shalise Bates-Pratt, B.A., M.S.W.
Director of Student Leadership and Gender
Resources
Residence Life and Housing
Carol Bailey
Administrative Assistant
Rodney Bardwell, B.S.E., M.Ed.
Director of Residence Life & Housing and
Judicial Affairs
Christina Brown, B.A., M.P.A.
Assistant Director of Residence Life and Housing
Kathryn Thorne, B.S., M.S.
Coordinator of Residence Life and Housing
Student Activities and Multicultural Affairs
Anthony Keitt, B.A.
Director of Student Activities and Multicultural
Affairs
174
The Center for Student Health Services
Maria Harman, B.A.
Medical Assistant
Hunter Shirey, M.P.A., PA-C
Director of Student Health Services
Directory
Barbara A. Dauberman, B.B.A.
Senior Accountant
Wendy M. Farmer
Manager of Student Accounts
Joyce M. Fields
Accounting Clerk
Frances S. Gillend, C.P.P.
Payroll Administrator
Donna Collier
Accounting Clerk
David L. Lesesne, B.A., M.A.
Dean of Admissions and Financial Aid
Anthony F. Ambrogi, B.A., M.B.A.
Director of Admissions and Enrollment Research
Andrea J. Keith, B.A.
Senior Associate Director of Admissions
Alice Cameron
Secretary
Debora G. Napier
Database Coordinator
Betty Ann Pierce
Receptionist
Donna Flournoy
Administrative Assistant
Emily French, B.A.
Admissions Counselor
Meghan Crawford, B.A.
Admissions Counselor
Brittany E. Lopez, B.A.
Admissions Counselor
Joseph A. McDuffie, B.A.
Admissions Counselor
Cary G. Hastings, B.A.
Admissions Counselor
Charter C. Lindley, B.A., M.Ed.
Admissions Counselor
Office of Admissions
Bookstore
Barclay F. DuPriest, B.A.
Bookstore Manager
Rebecca J. Bowles, B.A.
Textbook Manager/Asst. Manager
Vanessa Wagner
Bookstore Assistant
Melody R. Titus
Bookstore Assistant
Office of Employee Retirement Planning
Thomas H. Copler, B.S., M.P.A.
Coordinator of Retirement Benefits
Office of Human Resources and Personnel
Sharon S. Jackson, B.S., SPHR
Director
Sally Andrews Gudas, B.A.
Human Resources Generalist
Kara S. Peatross
Human Resources Assistant
Financial Aid Office
Mary Y. Neal, B.A., M.A.
Director
Holly K. Rison, B.A.
Senior Associate Director
Sarah L. Doggett
Administrative Assistant
Billie Raines, B.F.A.
Financial Aid Counselor
Jennifer L. Berg
Financial Aid Counselor
Risk/Environmental Programs
Craig Collins, B.S.
Manager
Office of the Treasurer
John A. Ahladas, B.M.E.
Treasurer
Brenda L. Harview
Assistant to the Treasurer
Business Office
Caroline C. Busch, B.S.
Controller
Catherine H. Best, B. S.
Senior Accountant
175
Information and Technology Services
Richard Alonso, B.S., M.B.A.
Administrative Systems Analyst
Thomas Copler, B.S., M.P.A.
Director of Information/Technology Services and CIO
Brenda L. Davis
PC Support Specialist
Kim Fish, B.S.
Manager of User Services
Richard Fitzsimmons, A.S.E.T., MCSE, MCT
Network Administrator
Jeff Hague, A.A.S., MCSE, MCT
Network Manager
Dean Hindman, A.A.S.
PC Support Specialist
John Hunt, B.A., A+CERT
PC Support Specialist
Directory
William C. Aycock, B.A.
Annual Fund Officer
Carol L. Cauthorne
Gift Entry Coordinator
Jennifer “Anna” Winburne
Administrative Assistant (Annual Giving)
Donna B. Curtis, B.A.
Annual Giving Specialist
Harry Orell, B.S.
Project Manager
Dian Thompson, B.S., M.A.Ed.
Manager of Administrative Systems
Office of the Physical Plant
Lionel Abrams
Manager of Housekeeping
Thomas P. Dwyer, B.S.
Director of Operations and Physical Plant
James E. Earles
Assistant Director
Pat Glessner
Records Coordinator
Dennis Harbin
Maintenance Services Supervisor
Lorraine Kenney
Coordinator of the Facilities
Brenda L. Martin
Support Services Manager
Annette Stone
Receptionist
Eddie Thomas
Auxillary Services Supervisor
Jerri Trotter, A.S.
Administrative Assistant
Office of Development
Laura E. Doherty, B.S., MBA
Executive Director of College Advancement for
Development
Michael C. Carter, B.A., M.Ed., CRFE
Director of Leadership Giving
Nancy H. Phillips, B.A.
Director of Major Gifts
Jeffery S. Burns, B.S., M.S.
Director of Development for Athletics
Robert H. Patterson, B.A.
Director of Corporate and Foundation Relations
Sarah M.S. Hendricks, B.A.
Director of Stewardship and Donor Relations
Charlotte R. Parrish
Coordinator of Special Events
Paula G. Pardue, A.A.
Administrative Systems Coordinator
Office of Research
Claudia A. Brookman, B.A., M.T.
Director of Research
Joyce Ellis, A.A.
Research Assistant
Diane M. Lowder, B.A., J.D.
Vice President for College Advancement
Mary M. Maxwell
Secretary/Receptionist
Office of College Advancement
Office of Alumni
Susan H. Donavant, B.A., M.H.
Executive Director of College Advancement for Alumni
Mary Harvard Nolde, B.A.
Director of Reunions and Alumni Programs
Megan L. Senske, B.A.
Coordinator of Young Alumni and Student/Alumni
Programs
Rebecca Caldera
Alumni Office Coordinator
Pam Gontkovic
Administrative Assistant
Office of Annual Giving
Claire C. Stevens, B.A.
Director of Annual Giving
Ellen Stack, B.A., P. B.
Associate Director of Annual Giving
Evan R. Zaletel, B.A.
Assistant Director of Annual Giving
Office of Marketing and Communications
Anne Marie Lauranzon
Director of College Advancement for Marketing and
Communications
Brent Hoard, B.S.
Webmaster
Pam Cox, B.A., M.A.
Media and Communications Specialist
Jacqueline P. Swain, B.F.A.
Director of Publications
Kathryn DiPasqua
Marketing Generalist
Endowed Faculty Awards,
Professorships and Grants
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The Thomas Branch Awards for Excellence in Teaching
were established in 1969 by a grant from the Cabell
Foundation as a memorial to Thomas Branch, a member
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of the Board of Trustees of the college in 1859. Awards
are given to up to three members of the faculty each year
for excellence in teaching.
The Chenery Research Professorships were established
by an endowment from Alan J. Chenery. Grants are
awarded annually on a competitive basis to full-time
faculty from the departments of biology, chemistry,
computer science, mathematics, and physics.
The Macon and Joan Brock Professorship in Psychology
was established in 2008 by Joan and Macon Brock ’64.
It recognizes a senior member of the psychology department for exemplary teaching and scholarship.
The Walter W. Craigie Teaching and Research Grants
were established by Walter W. Craigie to support and
sustain faculty research and other scholarly activity and
to ensure the academic vitality of the faculty. Funds are
provided on a competitive basis.
The Dorothy and Muscoe Garnett Professorship in
Mathematics was established in 2008 through a bequest
from Dorothy and Muscoe Garnett ’30 of Suffolk,
Virginia. This award acknowledges an exceptional
member of the Department of Mathematics.
The Garnett-Lambert Professorship in Chemistry, originally named the The Lambert Fund in Chemistry was
created in 1925 to honor alumnus, Jordan Wheat
Lambert, Class of 1872. In 2008, this fund was significantly bolstered by gifts from the Estate of Muscoe
Garnett, Class of 1930, and renamed The GarnettLambert Professorship in Chemistry. This fund recognizes a distinguished member of the Chemistry
Department.
The Samuel Nelson Gray Distinguished Professor
Award, established in 1977 by Mrs. Samuel Nelson
Gray, is awarded annually to an outstanding member of
the faculty or the administration.
The A.G. Ingram Professorship in English was established in 1998 by Alexis Gordon Ingram, R-MC Class of
1961, to recognize and promote exemplary teaching and
scholarship. The chair is awarded to a senior member of
the Department of English.
The Dudley P. & Patricia C. Jackson Professorship in
Chemistry was established in 2000 by the late Patricia
Custer Jackson ’45, to recognize and support a distinguished member of the college’s Department of
Chemistry. The position is named for Mrs. Jackson, a
noted plant physiologist, and her late husband, a distinguished physician and alumnus of the college.
The Charles J. Potts Professorship was initiated in 1995
by a bequest from the estate of Charles J. Potts ’32, to
recognize an outstanding member of the faculty in a
social science discipline.
The Rashkind Faculty Grants were established by a gift
from the Rashkind Family Foundation. These grants are
awarded to members of the Randolph-Macon College
faculty to assist in the pursuit of advanced study and/or
sabbatical leaves. Funds are provided on a competitive
basis.
The Edward W. Seese Professorship in Business and
Economics was established in memory of Edward W.
Seese, a distinguished businessman who was a member
of the Class of 1929.
The I.N. Vaughan Professorship is named for Isaac
Newton Vaughan, Jr., an alumnus of the Class of 1898
and a member of the college’s Board of Trustees. The
professorship is awarded to a member of the history
department faculty.
The Watts Professorship was established in 1979 in
memory and gratitude to Stephen H. Watts, a member of
the Class of 1896. Although the holder of this professorship will normally be one whose academic discipline is
either biology or physics, in exceptional circumstances,
he/she may be from another physical science.
The Paul H. Wornom, M.D., Professorship in Biological
Sciences was established in 1999 by Dr. Wornom, a
member of the Class of 1937, to recognize and promote
exemplary teaching and scholarship. The chair is awarded to a senior member of the science faculty committed
to enhancing the pre-med program for the college.
Program Endowments
The Bassett Internship Program was established by the
Bassett family of Martinsville, Virginia, in memory of J.
Edwin Bassett ’21 to create and support an internship
program for business students to gain work experience
during their January Term.
The Marvin and Florence T. Blount Fine Arts Fund,
established in 1969 and named for the late Mr. and Mrs.
Marvin Blount ’14, of Greenville, N.C., supports art
exhibitions, lectures, concerts, and recitals at R-MC.
The Reverend Alexander G. Brown, Jr. Memorial
Lecture endowment was established in 1943 with a gift
from Dr. Alexander Gustavus Brown, Jr. an alumnus of
the college, in honor of his father who served as a
Trustee of the college from 1871 to 1900. The purpose
of the Brown Memorial Lectures is to “bring outstanding ministers or religious experts without restriction as
to denominational affiliation to speak to students and the
community as well as to hold an open forum with those
preparing for the ministry."
The Chenery Honors Program Endowment was established by Sara Lu and Alan Chenery, Jr. ’50 to support
the activities of the college’s Honors Program.
The William N. Dudrow Endowment Fund, named in
memory of a member of the R-MC Class of 1955, provides ongoing support for the programs of the college.
The Franklin Debate Society is endowed through the
generosity of the Agnes T. and Garland Gray Foundation
as administered by the Community Foundation.
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The C. William Gibson, Jr. Fund, named to memorialize
Bill Gibson ’50, supports events, speakers, and symposia focusing on arts and culture.
The Jane L. Iden Environmental Studies Program
Endowment was established in 2005 by Jane L. Iden to
support and maintain the 2006 Privateer boat and engine
used by the Environmental Studies Program.
The King English Department Endowment Fund was
endowed by Mr. and Mrs. James L. King, Jr. of Suffolk,
Virginia, to support the enhancement of the Department
of English.
The Paul Mellon Fund, endowed through a bequest from
Virginia philanthropist Paul Mellon, provides ongoing
support for the maintenance and upkeep of Washington
and Franklin Hall.
The Moreland Lectureship, established through gifts
from Dr. Lik Kiu Ding ’50 in honor of former R-MC
President Dr. J. Earl Moreland, provides funding to
bring speakers on Asian affairs/studies to the college.
(See list of past lectures at end of this section.)
The Jean and Ladell Payne Visiting Artists and Scholars
Program, established in 1997 by trustees, alumni, and
friends, brings renowned artists and scholars to campus
to teach, conduct seminars, or lead public forums. The
program honors the Paynes’ abiding interest in the
advancement of scholarship and the fine arts.
The Werner Phi Beta Kappa Fund -- Endowed by Anita
S. and John B. Werner, a member of the R-MC Class of
1953, this fund supports and helps expand the programs
of the college’s chapter of Phi Beta Kappa.
The Schapiro Undergraduate Research Fellowship was
named in honor of Margaret and Benjamin Schapiro, a
member of the R-MC Class of 1964. This endowment
fund supports scholarly undergraduate research by
Randolph-Macon students in all academic disciplines.
The Bruce M. Unger Award for Retiring Faculty is
named in memory of Dr. Bruce M. Unger, who served
Randolph-Macon for 40 years as a professor in the
Political Science Department. The Unger Award recognizes the contributions of retiring faculty with more than
ten years of service to the college.
The Paul and Lois Watkins Lecture Series, a noted
speakers’ program established in 1999 by Marion
Watkins Herget and Dr. George D. Watkins ‘44, was
named in honor of their parents.
The White Endowment Program for Environmental
Studies was endowed in 1999 to support and promote
the environmental studies program at Randolph-Macon.
who meet the criteria established for the various categories. (Dates indicate year award was established)
The Distinguished Service Award – 1957
The Distinguished Alumnus Award – 1972
The Distinguished Friend Award – 1973
The Honorary Alumnus/a Award – 1976
The Young Alumnus/a Service Award – 2005
The Young Alumnus/a Achievement Award – 2005
The Faculty Service Certificate of Appreciation – 1983
The Yellow Jacket Salute – 1999
The following prizes and awards are presented at an
Honors Convocation or Commencement under conditions appropriate to each. Certain awards are made
annually, others only occasionally.
The American Chemical Society Award is presented to a
senior chemistry major chosen by the chemistry department faculty.
Student Prizes and Awards
The American Institute of Chemists Award is presented
to a senior chemistry major chosen by the chemistry
department faculty.
The Bennett Memorial Historical Award, established in
1899 by Bishop James Cannon, Jr., D.D., and Mrs.
Laura Bennett Cannon, in memory of Mrs. Cannon’s
father, the sixth president of Randolph-Macon College,
is given for the best historical essay.
The Edwin W. Bowen Prize in Advanced Latin was given
by an anonymous friend of the college in memory of Dr.
Edwin W. Bowen, professor of Latin for 45 years. The
award is given to the student who has done the most outstanding work in Latin.
The Branch Oratory Medal, established prior to 1924, is
awarded to students who have earned recognition for
excellence in intercollegiate public debating. Excellence
will be defined as winning individual or team awards at
three tournaments.
The Mathilde de Brylkine French Prize, awarded for
excellence in French language and literature, was established by Mrs. Georgina Childs, late wife of the late
Honorable J. Rives Childs, Class of 1912, in honor of
her mother.
The Hall Canter Memorial Award in Chemistry, established anonymously by an alumnus in 1948 in honor of
the late Dean Canter, is awarded under conditions determined by the chemistry department.
The Georgina Childs Spanish Prize is awarded for
excellence in Spanish language and literature.
Society of Alumni Awards
The Board of Directors of the Society of Alumni has
established the following awards, which are presented
periodically to alumni, faculty, or friends of the college
The Asbury Christian Award, established in memory of
the Reverend Asbury Christian, D.D., 1866-1936, is
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The Interfraternity Council Scholarship Award is given
each year by the Interfraternity Council to the pledge
who makes the highest academic average.
The Robert Epes Jones Prize was established by an
anonymous donor in 1980 in honor of Robert Epes
Jones, alumnus of the college and professor emeritus of
classics. It is awarded to a graduating major for excellence in classical subjects.
The Pepper and Stuart Laughon Commitment to
Community Award was established in 2003 by Pepper
and Stuart Laughon and is presented annually to a
student organization or individual making significant
contributions to enrich the lives of others. Frank E.
“Pepper” Laughon, Jr. ’59, a member of the RandolphMacon Board of Trustees, serves on the Student Affairs
Committee, Athletic Committee, and as Chair of the
Greek Alumni Advisory Board. Stuart Laughon’s
steadfast support of innumerable activities further
evidences the Laughons’ dedication to enriching the
lives of our students.
The Jon D. Longaker Student Art History Award was
established to honor Professor Emeritus Jon Longaker
and his lifelong commitment to the arts, the college, and
its students. It is presented each year to a senior whose
work in art history is outstanding.
The Noble R. McEwen - Pi Gamma Mu Award for
Outstanding Achievement in the Social Sciences was
established in 1972 in memory of Noble R. McEwen,
professor of psychology at Randolph-Macon for 23
years. The award is presented to the graduating senior
majoring in a social science, history, or philosophy who
has the highest academic average in those courses.
The W. Schuyler Miller Award is given annually to the
most outstanding student in third-year chemistry at
Randolph-Macon. The award honors the career of RMC Professor W. Schuyler Miller, Sr., who for 52 years
had a distinguished record as a teacher and scholar of
chemistry and geology.
The Moore-Peace Prize for Mathematical Scholarship
was established in 2004 with a gift from Karl E. Peace,
who taught applied mathematics at R-MC from 19691978. The award was established as a tribute to Ronald
L. Moore and his lifelong dedication to R-MC including
his time as Professor and Head of the Department of
Mathematics from 1967- 2000. Throughout their lives,
both Moore and Peace exemplified high standards of
academic excellence and character. Awarded to senior
mathematics majors who have demonstrated superior
academic achievement and promise for graduate study
in mathematics.
The Merrill C. Munyan Award, established in 1977 by
teachers, former students, and friends to honor the former chairman of the college’s history department, is
awarded annually to a student or students for excellence
in poetry and prose.
given annually to the outstanding preministerial student
on the basis of character, scholarship, and leadership.
The George P. Compton Award is presented to a male
student who exhibits athletic ability, academic achievement, leadership, and sportsmanship.
The William Neal Cunningham Memorial Fund was
established in memory of a member of the Class of 1968
by his family, friends, and classmates to be awarded to a
student in non-medical biology.
The Susan Locke deNagy Award is presented to a female
student who exhibits athletic ability, academic achievement, leadership, and sportsmanship.
The Emory and Winifred Evans Prize in History was
established in 2000 and is awarded annually to recognize
and promote high scholarship in the study of history.
The Gerd and Johanna Gillhoff Award in German was
established in 1986 in memory of Gerd A. Gillhoff,
Ph.D., professor of German and former department head
at Randolph-Macon from 1958-1976. The award is
given annually to the student who has done the most outstanding work in German.
The William S. Gray Award was established by the Gray
family to honor professor William S. Gray, professor
and friend of the college, who died in 1992. The award
is presented annually to an outstanding senior English
major as determined by the English faculty.
The Richard E. Grove Award in Computer Science was
established by alumni in 1988 in memory of Dr. Richard
E. Grove ’42, founder of the computer science center at
Randolph-Macon in 1963. The award is given annually
to the student who demonstrates outstanding achievement in the area of computer science.
The Joseph Boyd Haley Prize is restricted to a member
of the freshman class who has attained an excellent standard in first-year Greek.
The R. Bowen Hardesty ’32 and R. Bowen Hardesty, Jr.
’63 Award for Innovation in Quality Education was
established in 1977 by Dr. R. Bowen Hardesty and is
presented to the graduate demonstrating innovation in
providing quality education.
The Porter Hardy, Jr., Public Service Fellows Award is
given to academically-outstanding students who participate in the Washington, D. C. public service internships
in either political science or economics and who are
interested in a career in public service.
The William Hesse Memorial Award was established by
friends and family in 1986 in memory of William P.
Hesse, Ph.D., professor of physics from 1977-1985 and
former department head at Randolph-Macon. It is
awarded annually to a student who has made significant
contribution to the physics department through research,
scholarship, or service.
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The H. W. Murray Medal for Scholarship, established in
1889 by legacy of Mrs. W. R. Goodwin of Louisa
County, Virginia, in memory of her father, is awarded to
the member of the graduating class having the highest
average for the entire degree course.
The H. Burnell Pannill Award in Philosophy and the
Humanities was established in 1981 by Mrs. Mary
Alleta Pannill to honor her late husband, an alumnus and
the chairman of the philosophy department, which he
established at Randolph-Macon. The award is given
annually to a graduating senior who demonstrates both
an outstanding ability in the humanities and “a perception of philosophy as the living account of the constant
questioning where there are no final answers.”
The Ladell Payne Writing Prize was established by
Professor Emeritus and Mrs. Robert Epes Jones to honor
a student in an American or English literature survey
course for having written the best essay in the fall
semester. This annual award’s recipient is determined
by the English faculty and is named in honor of
Randolph-Macon’s 13th president, Dr. Ladell Payne.
The William A. Shepard Memorial Chemistry Medal,
established in 1903, honors Major William A. Shepard
who joined the Randolph-Macon faculty in 1858 to
organize and direct a department of agricultural chemistry. The medal is presented to the student showing
excellence in organic chemistry.
The Smithey Mathematics Medal was established by
Mrs. Royall Bascom Smithey in memory of her husband, an alumnus of the college and for 40 years its professor of mathematics.
The Stevenson Holy Land Travel and Study Award was
established by an alumnus, the Rev. A. L. Stevenson, in
memory of his wife, and is awarded to a pre-ministerial
student or to a religious studies major. The recipient is
given the opportunity to study and travel in Israel.
The Student Education Association Academic
Achievement Award is given annually by the education
department to the outstanding senior education major.
The Student Education Association Service Award is
given annually by the education department to the senior
education major who most consistently worked to promote the education department and education in general.
The Algernon Sydney Sullivan and Mary Mildred
Sullivan Awards, established by the Algernon Sydney
Sullivan Foundation of New York in 1970, are awarded
annually to those who serve others.
The Sutherlin Oratory Medal, established in 1872, is
awarded to students who have earned recognition for
excellence in intercollegiate parliamentary debating.
Excellence will be defined as winning individual or
team awards at two tournaments.
The George Spotswood Tarry Prize is awarded to a
junior or senior religious studies major who embodies
the personal and social values and the academic excellence to which Professor Tarry was committed.
The Wade J. Temple Award in Physics was established
by friends and family in 1984 in memory of Wade J.
Temple, Ph.D., R-MC professor of physics from 19641982, and former department head. The award is given
to a graduating physics major who shows great promise
as a physicist.
The David Trent Prize in English is awarded in memory
of David Harman Trent (1941-1963) who attended
Randolph-Macon from September 1960 to June 1963.
The prize is awarded to a junior or senior who has
shown unusual ability in the study of poetry.
The Janet Harvey Trivette Award - This award, established in memory of Janet Harvey Trivette ’78, is awarded to a female student who is completing her senior year
of coursework at Randolph-Macon College. The award
recipient will have demonstrated Janet’s distinctive
characteristics of compassion, generosity of spirit, and
leadership.
The Wall Street Journal Student Achievement Award presented at Randolph-Macon since 1993, is given to an
outstanding business and/or economics student by the
economics and business department.
The Walton Latin Prize, established in 1872 by George
E. M. Walton of Hanover County, Virginia, is awarded
annually to a student for excellence in first-year Latin.
The Walton Prize for Greek Scholarship was established
in 1872 by Mr. George E. M. Walton of Hanover
County, Virginia.
The Rice Warren Award is presented annually to a married couple (one of whom is a full-time student) that has
made noteworthy contributions to student life.
Memorial Library Collections
and Book Funds
The Alfred E. Acey Fund was established by Mrs. Trixie
J. Acey in memory of her husband, an R-MC professor
from 1967-84 and member of the Class of 1957.
The George Edward Barrow IV Endowment was established in 2004 by a bequest from George Edward
Barrow IV and gifts from his sisters, Mary Anne
Dellinger and Patty VonOhlen. Mr. Barrow was a member of the Class of 1977.
The Hazel Turk Bergdoll Fund was established in her
memory by her husband, James R. Bergdoll.
The James Read Branch Fund was established by Mrs.
Beverly B. Munford.
The John Marvin Burton Fund was established in memory of this member of the Class of 1909, who died in the
service of his country in World War I.
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The Mary Bailey Werner Library Fund was established
by Trustee John Werner of the Class of 1953 and named
for his mother.
The E. S. Carlton Fund was established by J. W. Carlton
in memory of his son, a member of the R-MC Board of
Trustees.
The J. Rives Childs Fund was established by the bequest
of J. Rives Childs, a member of the Class of 1912.
The John Coiner Fund was established by family and
friends in memory of this member of the Class of 1974.
The Major Samuel Colonna Fund was established in his
memory by his brother and sons.
The A. Allen Darden Fund was established by A. S. Darden
in memory of his son, a member of the Class of 1871.
The Arthur Kyle Davis Fund was established by his son.
The Richard Beale Davis Fund was established in his
memory by his wife.
The S. C. Hatcher Fund was established by the Rev. A.
Purnell Bailey in memory of the Rev. S. C. Hatcher,
vice-president and treasurer of the college.
The Charles H. Hickey Fund was established in his
memory by his son, J. J. Hickey.
The John S. Jenkins Fund was established in his memory
by his son.
The Montgomery Langdon Fund was established in his
memory by his mother, Mrs. Woodbury B. Langdon, and
his sister, Mrs. Barrett P. Tyler.
The Thomas L. Lipscomb Fund was established by his
bequest.
The Moreland - Hardy Fund was established by J. Earl
Moreland, the 11th president of the college, and his
wife, Helen Hardy Moreland, in memory of their parents, the Rev. and Mrs. R. B. Moreland and the Rev. and
Mrs. Porter Hardy.
The R. B. Pugh Fund was established by the bequest of
R. B. Pugh, a member of the Class of 1902.
The R. G. Reynolds Fund was established in his memory by his wife and her sons.
The Grellet C. Simpson Fund, established in honor of
Grellet Collins Simpson, student, teacher, dean of the
faculty (1926-56) by former students, friends, and Dr.
and Mrs. Simpson.
The Jocasta Land Gray Simpson Fund was established
in her memory by her children and her husband, T. McN.
Simpson, Sr., a member of the R-MC Board of Trustees.
The Hugh C. Tucker Fund was established by Mrs. Lud
D. Estes.
The James Cator Vickers Fund was established in his
memory by Miss Sue Reeve Wright.
The A.M. Walton Fund was established in his memory
by his father, George E. M. Walton.
The William Stanford Webb Fund was established by the
bequest of William Stanford Webb.
Endowed Scholarships
The Abernathy – Eason Scholarship Fund was established by Hardaway ’39 and Mavis Abernathy in memory of their parents in 1983. Preference shall be given to
a student(s) preparing for the ordained ministry or other
full-time Christian service in the Virginia Conference of
the United Methodist Church.
Buddy Allen, Class of 1962, and his wife, Ann, created
The Buddy and Ann Allen Scholarship scholarship in
2007 to aid full-time students in good academic standing
who have either graduated from a Richmond, Virginia
Public School, participated in “Partnership for the
Future” program (a college preparation and youth
employment program established in the Metro
Richmond, Virginia area), or who have graduated from
J. Sergeant Reynolds Community College.
The Ames Family Scholarship was established in 2005
from the Estate of J. Lewis Ames ’33 and from a gift
from John L. Ames, Jr. '70 to honor family members
who attended or served Randolph-Macon College.
The George Banister Anderson Scholarship Fund was
established by family and friends as a memorial to
George B. Anderson, Class of 1950.
The W. L. Avery Ministerial Scholarship, established in
accordance with the will of W. L. Avery, provides aid to
Methodist ministerial students.
The Harry Lee Bain, Sr. Scholarship Fund was established in 1983 by his late wife in his memory.
The A. Purnell Bailey Scholarship for Ordained
Ministry provides qualified and selected students with
the scholarship assistance, mentoring, support activities,
seminars, and internships related to vocational exploration and preparation for ordained ministry.
The Barton Heights United Methodist Church
Scholarship Fund was established in 1979 by members
of the Barton Heights United Methodist Church of
Richmond, Virginia, to provide financial aid to United
Methodist students
The Bass Family Scholarship was established in 2007 by
Carlene and Tom Bass and their family. Mr. Bass is a
graduate of the college, Class of 1954. The scholarship
is to be awarded to students who have demonstrated
financial need.
The William B. Beauchamp Memorial Scholarship Fund
was established by Bayard and Elizabeth Beauchamp,
parents of William B. Beauchamp, in 1963.
The Bishop W. B. Beauchamp Memorial Scholarship
Fund was established by Monumental United Methodist
Church, Portsmouth, Virginia.
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The Carrell Aid Program was established by Susan L.
Carrell, a former R-MC faculty member, to provide aid
to study abroad in France.
The Rev. Oscar Bryant and T. Eugene Carter Scholarship
was established in 1999 by the estate of O. Blair Carter,
in memory of his father, Rev. Oscar Bryant Carter, and
brother, Thomas Eugene Carter, D.D. The scholarship
provides financial assistance to worthy students.
The Thomas P. and Betty M. Carter Scholarship was
established in 1996 by Michael C. Carter, Class of 1975,
in honor of his parents.
The Centel Foundation – Fred W. Palmore, Jr.
Scholarship was created in 1990 in honor of Fred W.
Palmore, Jr. ’39. This scholarship provides aid to students in need who live in Hanover, Goochland, and
Louisa counties.
The Francis and Miranda Childress Foundation
Scholarship, established by the Francis and Miranda
Childress Foundation and Val Lee ’87 in 1997, is awarded annually to a student with demonstrated financial need.
The Georgina Childs Scholarship and The Marcelle
Prat de Jouvenel Scholarship, established by the late
Hon. J. Rives Childs ’12, provides in alternating years a
year’s study at the University of Nice for an R-MC student and a year’s study at R-MC for a student from the
University of Nice.
The Lucy B., John W., and Georgina Childs Scholarship
Funds were established by the late Hon. J. Rives Childs
’12 in memory of his parents and wife.
The Class of 1957 Scholarship was established in 2006
through gifts from alumni, family and friends in honor
of their 50th reunion.
The Class of 1980 Scholarship was established in 2008
in memory of Lt. Col. Keith M. Sweaney. Lt. Col.
Sweaney, a native of Charleston, West Virginia, was a
standout football player at Randolph-Macon College lettering all four years and winning all conference honors
in the Old Dominion Athletic Conference at middleguard. Keith entered the Marine after graduating and
served as a helicopter pilot. His service included a tour
of duty in the Persian Gulf and as a pilot for President
George H. W. Bush.
The Class of 1982 Scholarship was created in 2008 to
honor the Class’s 25th Reunion. The scholarship will
benefit a deserving student who is in good academic
standing.
The Lillie P. and John H. Clements Scholarship Fund,
established in 2000, is named in honor of Lillie Pittad
Clements and John Halligan Clements, a member of the
Class of 1952 and chair of R-MC’s Board of Trustees
from 1982 to 1993. The scholarship provides financial
assistance to deserving students from that portion of
Southside Virginia, defined by the counties of
Dinwiddie, Sussex, Prince George, Chesterfield, and
The Douglas E. Bethel Scholarship Fund was established in 2000 through gifts from Mr. and Mrs. Douglas
E. Bethel, their family, and friends. Mr. Bethel was a
graduate of the college, Class of 1940. The scholarship
is to benefit students who grew up south of the historic
James River, have demonstrated financial need, have a
cumulative GPA of 3.0 or higher and are involved in
extra-curricular activities at Randolph-Macon.
The William C. Blakey Scholarship Fund was established by Mr. William C. Blakey, a member of the Class
of 1907, in 1963.
The J. William Blincoe Scholarship was established by
Carrie Lee Blincoe in memory of her husband, Dr. J.
William Blincoe, a member of the Class of 1922. Dr.
Blincoe taught mathematics at Randolph-Macon
College for 30 years and, for a time, was chairman of the
department of mathematics. Preference shall be given to
students majoring in mathematics.
The Marcus H. Bloodworth ’36 Scholarship, established
in 1999 in memory of Emma McLendon Bloodworth
and William Ennett Bloodworth, is awarded annually to
financially needy students.
The Charles E. Brauer, Jr. Scholarship Fund was created
in 1977 by bequest from Marie Virginia Brauer in memory of her brother, Charles E. Brauer, Jr. ’24, a Phi Beta
Kappa graduate. The scholarship provides assistance to
students majoring in pre-med or religious studies.
The Alexander G. Brown Memorial Scholarship Fund was
given by his daughter, Mrs. H. Seldon Taylor, in his honor.
The James W. Buchanan Scholarship was established in
1990 in memory of James W. Buchanan ’77, by his family and the Richmond Alumni Club. On the admissions
staff for years, it is fitting that a scholarship was created
in his name to recognize other outstanding young men
and women and help them attend college. The scholarship benefits a student from the greater Richmond area.
In 1963, the children of Frank and Elizabeth Walker
Burruss created a scholarship fund in their name.
The James T. Butler, Jr. Scholarship, established in 2000
by Anne D. Butler, the widow of Jimmy Butler ’64, a
former Trustee, is awarded annually to a financially
needy student.
The Reynoldson Duke Butterworth Scholarship Fund
was established in 1970 by Dr. R. D. Butterworth ’28.
The Bishop James Cannon, Jr. Ministerial Scholarship
Fund was established by his daughter, Virginia Cannon
Stockham, and the Colonial Dames of America,
Alabama Chapter, in memory of her parents Bishop
Cannon and his wife, Lura Virginia Bennett. This scholarship is for the benefit of pre-ministerial students.
The Harry M. Canter Memorial Scholarship Fund.
The E. S. Carlton Scholarship Fund was given in 1925
by Centenary United Methodist Church, Richmond,
Virginia.
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Greensville and the cities of Colonial Heights,
Hopewell, Petersburg, and Emporia.
The A. Judson Cobb, Jr. ’66 Scholarship was established
in 2002 through a bequest from the estate of A. Judson
Cobb, Jr. ’66, to provide annual scholarships to academically promising, financially needy students.
The Laird L. Conrad Memorial Scholarship Fund was
established by Mrs. Laird L. Conrad in memory of her
husband.
The Cooley Scholarship Fund was established in 1955
by Mrs. Eleanor C. Robbins in honor of her brother,
Jacquelin Stuart Cooley, and her father, Dr. Jacquelin
Smith Cooley.
The Walter and Besse Craigie Scholarship, established
in 2007, is awarded to students based on academic merit
and financial need.
The Douglas Cruickshanks Scholarship Fund was
endowed in 2001 through gifts from Mr. and Mrs.
Douglas Cruickshanks ’69, to support students with
financial need who are in good academic standing.
The Vincent E. Daniel Scholarship Fund was established
by Vincent E. Daniel ’38, to assist worthy and deserving
students in obtaining an education at Randolph-Macon
College.
The Howard E. Davis Scholarship, established in 2007
by alumni, friends, and faculty, honors the late Howard
E. Davis, professor of political science, Director of the
Honors Program, and Provost.
The Edmund T. DeJarnette Scholarship Fund, which was
set up in 1978 by Fred G. Pollard to honor his father-in-law,
gives preference to Hanover County students.
The Judge Burbage Latane DeJarnette Scholarship was
given by the late Edmund T. DeJarnette in honor of his
uncle.
The Rosamond Berry DeJarnette Scholarship Fund,
established in accordance with the will of Mrs.
Rosamond Berry DeJarnette, benefits students with
financial need.
The Russell B. DeVine Memorial Scholarship Fund was
established by Mrs. Russell B. DeVine in memory of
Russell B. DeVine ’12. Preference is given to a student
studying American history.
The Gabriel Poillon Disosway Memorial Scholarship
was established in 1998 by the estate of Virginia Lazelle
Disosway Melzer in memory of her great-grandfather,
Gabriel Poillon Disosway, one of the founders of
Randolph-Macon College, and in memory of her father,
Gabriel Poillon Disosway.
The Dr. Clay E. Durrett Scholarship Fund, established in
1976 by Dr. Clay Earl Durrett ’26, is awarded annually.
The Dorothy B. and Philip L. Eastman Scholarship,
established in 1986 by the Rev. Alfred L. Eastman in
memory of his wife and son, is awarded annually to a
young woman majoring in computer science.
The William Henry Edwards Scholarship Fund was
established in memory of Dr. William Henry Edwards,
an R-MC graduate and minister in the Virginia United
Methodist Conference.
The Leilia A. Ewing Ministerial Scholarship Fund was
established by a bequest from Leilia A. Ewing.
The Milton L. Faison Ministerial Scholarship Fund,
established in 1978 in accordance with the will of
Milton L. Faison, a member of Centenary United
Methodist Church, Richmond, Virginia, provides financial aid to ministerial students.
The Charlotte Diane Fitzgerald Memorial Scholarship,
established as a memorial to Charlotte Fitzgerald, associate professor of sociology at R-MC from 1982 to
1996, is given annually to financially needy students
majoring in the social sciences
The Fleet-Lee Ministerial Scholarship Fund was established by Mrs. Hill Fleet and friends in memory of Mr.
Hill Fleet; it is now part of the General Ministerial
Scholarship Fund.
Robin Anne Floyd ’85 and Cyrus Mehri of Washington,
D.C. established the Floyd-Mehri Scholarship in 2002.
This scholarship is awarded to female students with
financial need who are majoring in the social sciences.
In addition, preference is given to students from the
Carolinas. The scholarship is renewable, provided the
student maintains good academic standing.
The Forehand Scholarship Fund, established by Vernon
T. Forehand, Sr. ’39, benefits students from the
Chesapeake area.
The A. S. Forrest Scholarship was established in 1985
by Aldridge S. Forrest ’32. Preference is given to students from the Virginia Peninsula or Tidewater area.
The Forrester Family Scholarship was established in
1996 through a bequest from Dr. Richard Hynson
Forrester, Sr., and from gifts from the Forrester family.
Dr. Forrester was a graduate of the Class of 1932. He
was the second of four generations to graduate from the
college. Reverend George Thomas Forrester (1902),
Richard Hynson Forrester, Jr., (1957) and Rachen
Forrester Sterling (1992) are also family alumni. The
scholarship is to benefit Methodist students from
Virginia.
The J. G. Fry Scholarship, established at RandolphMacon by the Men’s Bible Class of Boulevard United
Methodist Church in 1957, is now part of the General
Ministerial Scholarship Fund.
Established in 1993 by Charles and Betty Duff, parents of
Elmon Duff ’88, the Garland Gray Foundation
Scholarship benefits native Virginians with financial need.
The James D. Garland, Sr. and Helen E. Garland
Scholarship was established through gifts honoring Mr.
and Mrs. Garland. The award gives financial assistance
to students from Virginia.
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The David S. and Willye Mae Garner Scholarship Fund
was established in 1992. Dr. David S. Garner graduated
from Randolph-Macon in 1922.
The Jack S. Garrison, M.D. Scholarship was created in
1999 by friends and family to provide an annual scholarship to outstanding students who aspire to enter the
medical field. Preference is given to students from
Virginia Beach, Virginia.
The Robert Allen Gibbons Scholarship Fund was established in memory of Robert Allen Gibbons, a member of
the Class of 1952, by his parents, Mr. and Mrs. H. K.
Gibbons.
The Robert E. Gill Scholarship was established by the
Central United Methodist Church in Richmond to honor
Robert E. Gill.
The Rev. Otis L. Gilliam Scholarship was established in
2005 by Dr. and Mrs. O. Randolph Gilliam ’44 in honor
of Rev. Gilliam ’13 and his ministry in southeastern and
south central Virginia. The scholarship is awarded to a
junior and/or senior with demonstrated financial need
interested in pursuing public service careers.
The William F. Goggin and Robert Allen Thomas
Scholarship was established through a bequest of
William F. Goggin and Robert Allen Thomas ’48, to
support a qualified and financially deserving student
with a major in the humanities or sciences.
The Reverend Corbelle Katon and Ruth Simpson Hart
Gray Memorial Scholarship was established in 2007 by
their sons to benefit students who intend to pursue ministerial careers upon graduation or upon completion of
graduate school.
The R. Old Green ’22 Scholarship was established in
2000 by the estate of R. Old Green, Class of 1922, and
is awarded to students with demonstrated financial need.
The Samuel S. and L. Kittie Green Memorial
Scholarship was established by the bequest of Mrs.
Kittie Green, widow of alumnus Sam Green ’19, noted
sports chronicler. The scholarship is awarded to students
with financial need.
The Irving M. Groves Memorial Scholarship was established in 1996 by Irving Groves ’50 and Ruth Groves
Chaney in memory of their father, a distinguished
banker and member of the R-MC Class of 1916. The
scholarship provides financial assistance to students
from the Virginia counties of Patrick and Henry.
The Walter Clarke Gum Ministerial Scholarship Fund,
established in accordance with the will of Bishop Gum,
is now part of the General Ministerial Scholarship Fund.
The Nancy S. Haley and Dr. Joseph B. Haley
Scholarship, given anonymously in their memories, is
awarded to an entering freshman, with preference given
to graduates of Patrick Henry High School in Hanover
County, Virginia.
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The Armand Hammer Scholarship Fund was established
in 1974 by Dr. Hammer, chairman of Occidental
Petroleum Corporation.
The Charles W. Hardwicke Scholarship Fund.
The Porter Hardy, Jr. Scholarship Fund was established
by the Honorable Porter Hardy, Jr. ’22.
The A. W. Hargrove Scholarship Fund, established in
1976 by the A. W. Hargrove Insurance Agency, Inc., in
honor of the founder of the company on the company’s
50th anniversary, is awarded annually to a Hanover
County student.
The Gordon F. Harrell, M.D. Scholarship is a scholarship in memory of Dr. Gordon Harrell, ’41 by his
widow, Emma Lee Harrell. The scholarship benefits students planning a career in pre-medicine or healthcare.
The L. E. Harrell Scholarship Fund was established in
1981 by Col. Leighton E. Harrell for either married ministerial students or students with financial need.
The Samuel Claiborne Hatcher Scholarship Fund,
established in 1998 by Inez Hatcher to honor her husband, Dr. Samuel Hatcher, former R-MC treasurer,
assists financially needy students.
The Dr. Robert W. Iden and Dr. Thomas C. Iden
Scholarship Fund was established in 1966 by Mrs. Jane
L. Iden as a memorial to her husband, a member of the
Class of 1950. In 2005, Dr. Thomas C. Iden contributed
significantly to match the initial funding of Mrs. Jane
Iden. With her consent the fund was amended to include
both brothers’ names. This scholarship is awarded on an
annual basis to a student with demonstrated financial need
who plans to pursue a career as a doctor of medicine.
The Lester Jackson Scholarship, established in 1993 in
memory of Lester Jackson, friend and ally to generations of Randolph-Macon students, is given on the basis
of financial need.
The Mary Lou Jinkins Scholarship Fund was established
in accordance with the will of Mary Lou Jinkins.
The Rosewell Jinkins Scholarship Fund was established
by the will of Rosewell Jinkins ’18 in 1983.
The Robert Edward and Isie Epes Jones Scholarship
Fund was established by Dr. and Mrs. Robert Epes Jones
for a student majoring in classics, Latin, or Greek.
The Robert Epes Jones Scholarship in Classics was
established in 1987 from the bequest of Dr. Robert Epes
Jones ’30, who taught at Randolph-Macon from 19501975, first as professor of Latin and, later as professor of
classics. In addition, he also instructed courses in
English and German. The scholarship is awarded to a
student majoring in classics.
The William M. and Martha Jones Memorial Fund was
given by the children of Mr. and Mrs. William Mordecai
Jones, in honor of their father and mother in 1910.
The Kearney Memorial Scholarship Fund was established by Dr. Frank Kearney in 1966 as a memorial to
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The David Brett Lincoln Scholarship, established in
1998 by C. Robert Lincoln, M.D. ’57, and his wife
Nancy in memory of their son David, provides financial
assistance to students who demonstrate academic and
leadership ability and promise.
The Cheryl K. Lindgren Scholarship was established in
2008 through gifts from Keith H. Knorr, M.D. and Janet
L. Knorr to honor their daughter Cheryl K. Lindgren,
wife of Robert R. Lindgren, the 15th President of
Randolph-Macon College. This fund will provide annual awards supporting students who demonstrate financial need, high academic and leadership potential, and
who are interested in pursuing careers in the sciences.
The Lucy Gordon Linney Ministerial Fund is a scholarship
awarded by the trustees of the Virginia United Methodist
Conference Orphanage to a ward of that institution.
The Jon Longaker Scholarship was established in 2008
by Donald Lewis ’70 in memory of Jon Longaker, a professor of art at Randolph-Macon College.
The G. Wilmer Mackey Scholarship Fund was established in 1978 by the R-MC Board of Trustees in honor
of G. Wilmer Mackey, who served on the board from
1975 until his death in 1978.
The David Norris Maffett Memorial Scholarship Fund
was established in 1967 by the family and friends of
David Norris Maffett, a student at Randolph-Macon during 1964-65.
The Catherine Dorrance Malone Scholarship was established through a gift honoring Catherine Dorrance
Malone and recognizing her graduation from RandolphMacon College on June 2, 2007. The award provides
students with need-based or merit scholarships.
The Herbert M. Martin Scholarship was established by
Mrs. Martin and the members of Calvary United
Methodist Church, Danville, Virginia.
The Norman D. ’43 and Betty Mason Scholarship Fund
was established in 1993 by Norman D. Mason ’43, and
Betty Mason. Mr. Mason was an outstanding basketball
athlete at R-MC from 1941-43.
The William S. McClintic, Class of ’28 Scholarship was
established in 1987 through a bequest from the estate of
William S. McClintic.
The John Parr McGrath ’79 Scholarship, established in
1996, provides assistance to an English major who has
demonstrated financial need.
The Littleton H. Mears Scholarship, established in 1990
through a bequest from his wife, Nannie A. Mears, benefits students who live in Northampton or Accomac
counties on the Eastern Shore of Virginia. Littleton
Mears was a member of the class of 1917.
The James K. Meharg Scholarship was established in
2007 by James K. Meharg, Jr. ’49 and is available to
deserving merit or need-based students as determined by
the Office of Financial Aid.
his son, Henry S. Kearney, a Randolph-Macon student
during 1966-67.
The John A. Kern Scholarship Fund was established by
Alfred A. Kern and his brother, Bishop Paul B. Kern, in
honor of their father, Dr. John A. Kern, eighth president
of Randolph-Macon.
The Kim Pre-ministerial Scholarship Fund, established
in 1992, provides annual assistance to financially-needy
students of Korean ancestry who aspire to enter into the
Methodist ministry.
The Kings Dominion Scholarship Fund, created in 1978,
gives special consideration to students who reside in
Hanover County and/or who have been or are employed
by Kings Dominion in Doswell, Virginia.
The Samuel Summerfield Lambeth and Eugenia
Richards Lambeth Endowment Fund was established in
1996 according to the will of Dr. Lambeth ’34, to honor
his wife and as a memorial to him. The scholarship benefits students with financial need.
The L. Marie Lamberth Scholarship was established in
1987 with a bequest from Miss Lamberth, a friend of the
college.
The Edward H. Lane, Sr., Scholarship Fund was created
in 1996 by the Edward H. Lane Foundation of Altavista,
Virginia, to support students who have financial need
and have demonstrated academic proficiency, leadership
skills, and a strong sense of personal values.
The Judge Charles M. Lankford, Jr. Scholarship was
established in 1986 in accordance with the will of
Genevieve Walker Lankford, widow of an alumnus of
the Class of 1918 who served as a trustee of the college.
The Pepper and Stuart Laughon Commitment to
Community Award was established in 2003 by Pepper
and Stuart Laughon and is presented annually to a student organization or individual making significant contributions to enrich the lives of others. Frank E.
“Pepper” Laughon, Jr. ’59, a member of the RandolphMacon Board of Trustees, serves on the Student Affairs
Committee, Athletic Committee, and as Chair of the
Greek Alumni Advisory Board. Stuart Laughon’s steadfast support of innumerable activities further evidences
the Laughons’ dedication to enriching the lives of our
students.
The Franklin J. Lawson Scholarship Fund was established in accordance with the will of Franklin J. Lawson.
The Richard Brooke Lawson Ministerial Scholarship
Fund was provided in 1954 by the will of Richard Brooke
Lawson to aid students to prepare for the ministry.
The Ira M. Lechner Scholarship Fund was established in
1988 by Ira M. Lechner ’55, to provide a full-tuition
scholarship(s) for students interested in pursuing careers
in public service following graduation.
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The Phi Kappa Sigma Commemorative Scholarship was
established in 2002 to benefit students who are members
or relatives of the Phi Kappa Sigma fraternity.
The Phi Kappa Sigma, Tau Chapter Scholarship Fund
was established in 1978.
The Pope Scholarship Fund was established by Samuel
E. Pope in memory of his father and mother, Franklin
Pierce Pope and Hattie Drewry Pope.
The Charles J. Potts Scholarship, established by a
bequest from Charles J. Potts ’32, is available to a
deserving student(s) in good academic standing.
The Cecil C. Powell, III Memorial Scholarship Fund
was established in 1983 by Mr. and Mrs. Cecil C.
Powell, Jr. in memory of their son, a member of the
Class of 1976.
The Randolph-Macon College Need-Based Scholarship
was established with a gift from Dr. George B. Oliver
and Cornelia D. Oliver. Dr. Oliver is a former R-MC
Issac Newton Vaughan Professor of History and a member of the Class of 1949. The purpose of the scholarship
is to provide scholarship support to students with
demonstrated financial need.
The Webster S. Rhoads Scholarship was originally
established as the Miller & Rhoads Scholarship by
Webster S. Rhoads, one of the founders of the Miller &
Rhoads Department Store. The fund has been increased
by his grandson and renamed in memory of Mr. Rhoads.
The Frank and Dora O. Ricciardi Memorial Scholarship
Fund, established in 2000 in their memory, gives preference to students from Herndon High School in Fairfax,
Virginia, or Dobbs Ferry High School in Dobbs Ferry,
New York.
The Luther B. and Agnes Marsh Rice Scholarship Fund
was established in 1995 by a gift from the Martha
Owens Rice trust fund and estate of Mary L. Rice.
Preference is given to students from Northumberland
County, Virginia.
The Richmond Times-Dispatch Journalism Scholarship
was established in 1996 to honor Albert T. “Tappy”
August, III ’63, president and general manager of
Richmond Newspapers, Inc. The scholarship benefits
students with demonstrated financial need, high academic standing, and an interest in journalism as a career.
The Roland P. and Catherine H. Riddick Scholarship
Fund was established by Roland P. Riddick, D.D., in
memory of his wife, Catherine Riddick, with contributions from their children.
The George and Nita Roughgarden Scholarship, established in 1997 by a gift from the George Coventry
Roughgarden and Nita Schmidt Roughgarden Christian
Educational Trust, is awarded annually to students who
demonstrate financial need, in conjunction with, or additional to, work study.
The United Methodist Church Scholarships are given
each year by the Board of Education of the United
Methodist Church, Nashville, Tennessee. The recipients
of these scholarships are chosen by the college.
The S. Lizzie Morgan Memorial Fund was provided by
the will of Miss S. Lizzie Morgan. Established in 1954,
the income from this fund is to be used for ministerial
student scholarships.
The J.T. Morriss Family Scholarship, established in
1997 through a bequest from Mrs. J.T. Morriss, IV, provides financial assistance to students from the greater
Petersburg, Virginia area.
The Lester W. Morris, Jr. Scholarship, was established
in 2003 through a bequest from Mr. Lester W. Morris,
Jr., a friend of Randolph-Macon College. The scholarship supports students with financial need who are in
good academic standing. Awards will be made only
when the fund will benefit more than one student with as
much full tuition as possible to the recipient(s).
The Mattie K. Muller Scholarship Fund, established by
Mrs. Frank L. Day in memory of her sister, Mrs. Mattie
K. Muller, benefits Randolph-Macon students from the
state of Maryland.
The Owen Nalle Memorial Scholarship was given by
Mrs. Owen Nalle to aid students in international studies.
The Harvey A. Neville Scholarship Fund was established in 1974 by Mrs. Carol Prichett, a friend of the college, in honor of Harvey A. Neville ’18.
The Thomas W. Ogden, Jr. ’27 - Lambda Chi Alpha
Scholarship, established in 1994 in memory of Thomas
W. Ogden Jr. ’27, provides financial assistance annually
to needy students who are members or legacies of
Lambda Chi Alpha fraternity.
The George B. Oliver ’49 - Lambda Chi Alpha
Scholarship, established in 2002 in honor of George B.
Oliver ’49, provides assistance to students who are
members or legacies of the Lambda Chi Alpha social
fraternity with financial need.
The Flavia Reed Owen Scholarship was established in
2006 by M. Lauck Walton to honor Flavia Reed Owen,
Randolph-Macon librarian from 1946 to 1984.
The Charles Earl Packard Scholarship Fund was established by friends and family of Charles Earl Packard, a
biology professor at R-MC from 1948-1966. Although
preference will be given to students majoring in biology,
the award is open to students in all disciplines.
The H. Burnell and Mary Alleta Pannill Scholarship,
established in 1985, annually provides financial assistance to academically-promising students whose primary interest is the study of literature.
The Persinger Memorial Scholarship Fund was given
by Epworth United Methodist Church, Norfolk,
Virginia, in memory of Rev. Benjamin M. Persinger,
D.D., Class of 1928.
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The E. T. and M. P. Rucker Scholarship Fund was established by family members to honor the memory of
Edwin T. Rucker, college physician from 1882-1889,
and his son, the late Dr. M. Pierce Rucker.
The Robert H. Saunders Scholarship was established as
a memorial through gifts from family and friends. As a
student, “Bob” was a member of the football team, track
team, a brother of the Phi Delta Theta Fraternity and was
a scholarship recipient graduating from R-MC in 1951.
He served on the R-MC Board of Trustees from 19931995, was past president of the Society of Alumni, and
was honored in 2006 by R-MC as a recipient of the
Alumni Distinguished Service Award.
The Coke S. and Adele C. Sheffey Scholarship was
established in 1996 by a bequest from Mrs. Sheffey,
whose husband was a member of the Class of 1928.
The Honorable Shelton Hardaway Short, Jr. Scholarship
was established in 1997 by Dr. Shelton H. Short, III, in
memory of his father. The scholarship supports academically-promising students from Boydton, Virginia and
adjacent counties.
Dr. Shelton Hardaway Short, III and Dr. Jean Renner
Short established a scholarship in their name in 2002 to
provide annual awards to academically-promising,
financially challenged students from Southside Virginia
or north-central North Carolina.
The Simpson-Cottrell Scholarship, established in 1993 by
Grellet and Dorothy Cottrell Simpson, in memory of their
parents, benefits students engaged in research, with preference to those studying history, literature, or philosophy.
The Annie I. Smith Pre-Ministerial Fund was established
in accordance with the will of Annie I. Smith.
The Ellen Rhodes Smith Scholarship Fund is awarded to
a worthy student whose interest is in medicine and
preferably one who wishes to be involved with medical
missions.
The T. McN. Simpson, Jr. Scholarship Fund was established in 1965 by family, alumni, and friends in memory of Dr. Thomas McNider Simpson, Jr., who faithfully
served R-MC for nearly 50 years as a student, a member
of the faculty, Provost, and counselor to the college.
The Gertrude Hatcher Sloan Scholarship Fund was
established by alumni and friends.
The Godfrey L. Smith, III '62 Scholarship was established in 1999 through gifts from friends and family to
provide annual financial assistance to students from
Hampton, Virginia, and adjacent communities.
The Hampden Harrison Smith Scholarship Fund was
established in 2002 through gifts from Hampden
Harrison Smith, III ’62, Mrs. Hampden Harrison Smith,
Jr., and family members to support students with financial need who are in good academic standing.
The Thomas A. Smoot Memorial Scholarship was established by Epworth United Methodist Church, Norfolk,
Virginia in 1949.
The Starke Scholarship was established in 1994 by
Harold E. Starke, Jr. ’67, in honor of his parents, Harold
E. Starke ’44 and Aurelia H. Starke. The scholarship
annually provides financial assistance to entering students from the greater Richmond community with
demonstrated academic and leadership ability and
promise.
The Algernon Sydney and Mary Mildred Sullivan
Scholarship Endowment Fund was established in 1999
by the Algernon Sydney and Mary Mildred Sullivan
Foundation. This scholarship is awarded on the basis of
demonstrated financial need, academic promise, and
demonstrated high personal character and a commitment
to public service.
The William H. Talley Scholarship was established in
2007 by William H Talley, III, R-MC Class of 1952 of
Petersburg, Virginia, to provide annual scholarships to
academically promising financially-needy students from
Southside, Virginia. Mr. Talley is Chairman of the
Insurance and Financial Services Firm of William H.
Talley & Son, Inc. of Petersburg, Virginia.
The George Spotswood Tarry Scholarship was established in 1989 through a bequest from Dr. Tarry, a former professor of Bible at Randolph-Macon.
The Wade C. Temple Scholarship Fund was established
in 1975 in accordance with the will of Wade C. Temple.
Preference is given to economics or business students
with high academic standings.
The Charles W. and Evelyn Fitts Thomas Scholarship
Fund was established through a bequest from Evelyn
Fitts Thomas to assist students in pre-medical, pre-nursing, or scientific areas related to the health care field.
The Michael, Andrew, and Claire Thompson
Scholarship was established in 1988 through the generous gift of Mrs. W. Lyall Thompson in honor of Michael
K. Thompson ’64, M. Andrew Thompson ’90, and
Claire Elizabeth Thompson ’95. This scholarship is
awarded on an annual basis to a student(s) with demonstrated financial need.
The James H. Toomer Bible Class Scholarship was created by the Monumental United Methodist Church in
Portsmouth, Virginia to honor James Toomer.
The Topping Scholarship was endowed in 2003 by
Russell Cox in memory of Louise and Marvin Topping
’32.
The Brett Overton Trautman Scholarship Fund was
established in 1988 by family and friends as a memorial
to Brett Overton Trautman, a member of the Class of
1990.
The James Wesley Turner Scholarship Fund was initiated by the Rev. James Wesley Turner, D.D. ’37, and his
wife in 1991. Preference is given to pre-ministerial students planning on entering the ministry of the United
Methodist Church or its successor.
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The William E. Tyler Scholarship was established in
2007 by Dr. William E. Tyler, III ’56 in memory of his
father, William E. Tyler, Jr. ’29. This fund provides
merit based scholarships to worthy students in the
expectation that it will help them experience the same
intellectual stimulation that William E. Tyler, Jr. and
William E. Tyler, III enjoyed.
The Union Bank and Trust Company Scholarship, established in 1989, annually provides financial assistance to
financially needy students from the bank’s service areas
of Spotsylvania, Caroline, and Hanover counties and the
City of Fredericksburg.
The Edwin D. Vaughan Scholarship Fund, established in
memory of Edwin D. Vaughan, M.D. ’30 by Mrs. Edwin
D. Vaughan, is awarded annually to a student who
expects to enter the medical profession.
The Judson T. Vaughan Scholarship was established on
January 12, 1964 by Dr. Judson Tomkies Vaughan, a
member of the Class of 1923. This scholarship has been
bolstered through gifts from his two children, Judson T.
Vaughan, Jr. ’56 and Jacqueline V. Rorrer. Dr. Vaughan
was a dedicated physician and Hanover County native
who also served as college physician for several years.
He wished to benefit prospective students with pre-medical majors from Hanover County, Virginia.
One of Randolph-Macon College’s oldest scholarships,
the Ritchie Vaughan Scholarship, was established by his
mother, Mrs. Emma Lee Vaughan in 1899, and has been
augmented by subsequent gifts from his family.
Preference is given to Hanover County students.
The James M. and Mary Dudding Vaughn Memorial
Scholarship was established in 2003 by their son John, a
graduate of the Class of 1966, in their honor and is
awarded to students with financial need. The scholarship
principally supports students from Botetourt County,
Virginia who attend James River High School or its successor institution.
The Gert and Jules Vichness Scholarship was established in 1996 through gifts from Samuel E. Vichness
’69 and family, and annually provides financial assistance to financially needy students.
The Wachovia Bank Scholarship Fund was created by
Central Fidelity Bank to benefit a qualified minority student from a high school within the bank’s primary service area.
The George C. and Claudine G. Watson Scholarship
Fund was established in 1988 by George Carson
Watson, who taught math at Randolph-Macon, and his
wife, Claudine Gates Watson. Appropriately, this award
benefits a worthy student or students with preference
given to math/computer science majors.
The Watts Scholarship Fund for Biology was established
in accordance with the will of Dr. Stephen H. Watts.
The Watts Scholarship Fund for Physics was established
in accordance with the will of Dr. Stephen H. Watts.
The Charles Wesley Watts Memorial Ministerial
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Scholarship Fund was established by his sisters, Miss
Texie P. Watts and Miss Eliza Wingfield Watts.
The Bland Gary Waugh Scholarship Fund was established in 1982 by the late R. Monroe Waugh ’26 in memory of his wife.
The Minnie A. Webb Memorial Scholarship Fund was
established in accordance with the will of Mrs. Minnie
A. Webb.
The George W. Wellde, Jr. ’74 and Patricia A. Wellde
Scholarship was established in 2001 through gifts from
George W. Wellde, Jr., Class of 1974, and his wife
Patricia, to support students with high academic standing and demonstrated financial need. Preference may be
given to a student majoring in or who intends to major
in economics or business.
The Luther W. Wells Scholarship Fund was established
by Central United Methodist Church, Richmond,
Virginia, in honor of Luther W. Wells.
The Alma Winslow West Scholarship was established in
1986 by the family in memory of Alma Winslow West.
The Mary Jefferson and John Thrash West Scholarship
Fund was given in their memory by their son, Dr.
Edward S. West ’17, through the will of his widow,
Muriel Jennings West. Established in 1986, the scholarship is awarded to a deserving student.
The David R. Wetzel Memorial Scholarship Fund was
established by the family and friends of David R. Wetzel
’69.
The Jim Wheat Scholarship Fund was established by
Wheat First Butcher Singer in honor of Jim Wheat. The
company was acquired by First Union in 1997 and
renamed as Wheat First Union, with later mergers into
First Union Securities, and now to Wachovia.
The Linda A. Whitcomb Scholarship for Women was
established in 2004 with gifts from Jack Whitcomb ’52,
his family and friends in memory of his wife, Linda A.
Whitcomb. The scholarship was established to benefit a
non-traditional female student at least 25 years of age,
returning to or entering college with demonstrated financial need.
The Jesse A. White Scholarship was provided by the will
of Loleta M. White, in memory of her husband, Jesse, a
former trustee of the college.
The Luther W. White, Jr. Memorial Scholarship Fund
was established in memory of Luther W. White, Jr. class
of 1907 by the Columbian Peanut Company and members of the White family. In 2005, Mrs. Forrest White
made a substantial gift to the scholarship.
The Patricia B. and Luther W. White, III Scholarship
Fund was established by friends.
The Wallace and Catherine White Scholarship Fund was
established by Mrs. W. W. White, Jr.
The Roy M. Williams and Katherine G. Williams
Scholarship Fund is awarded to ministerial students.
The Thomas C. and Ella Williams Scholarship Fund was
Directory
given in part by Mrs. Ella Williams, in memory of her
husband, and by their children, in memory of her.
The Richard B. and Rebecca C. Willis Scholarship Fund
was established by Rebecca C. Willis in memory of her
husband, Richard ’32. Preference is given to students
with demonstrated financial need from Orange County,
Virginia. If there are no qualified students from Orange
County, then preference shall be given to students from
Madison County, Virginia. If there are no qualified students from either Orange or Madison Counties in any
given year, the college shall select the recipient(s).
The Frank M. and Virginia R. Winston Scholarship,
established in 1998 by Frank Winston ’40, and his wife,
benefits students with demonstrated need from the
Virginia counties of Giles and Hanover.
The William Overton Winston Scholarship was established
in 2004 through a bequest from William Overton Winston,
M.D. ’41, and gifts from his family. This award benefits
students who have demonstrated academic ability.
The Clarence E. and Rebecca Flippo Womble
Scholarship was established in 2000 by Forrest Womble
’80 to honor his parents. This Scholarship is awarded to
students with financial need and academic promise.
The Robert N. Woodall Memorial Scholarship Fund was
established by his wife, Mrs. Catherine Hornsberger
Woodall.
The John E. and Cosmus P. Wornom Memorial
Scholarship was established in 1986 in honor of their
five sons: Herman E. Wornom ’23, John P. Wornom ’27,
Marchant D. Wornom ’33, Paul H. Wornom ’37, and
Alex H. Wornom. The scholarship is awarded annually
to worthy students with financial need (preferably
upperclassmen) majoring or planning to major in economics/business, political science, or physical or biological science.
The Paul H. Wornom Scholarship, established in 2006
by Paul Howard Wornom, M.D., Class of 1937, is
awarded to students interested in careers in medicine.
The Edward S. and Anna Wright Memorial Scholarship
Fund was established in 1975 by Mr. and Mrs. Clarence
S. Wright in memory of his parents to provide financial
aid for students who expect to enter full-time Christian
service.
The Samuel Otis Wright Memorial Scholarship Fund
was established in accordance with the will of Rev.
Samuel Otis Wright.
The Edward A. Wyatt, IV Scholarship Fund was established in 1986 by friends and family in memory of
Edward A. Wyatt, IV ’31, the former editor of The
Progress Index (Petersburg, Virginia), noted local historian, scholar, and author. Preference is given to students
with a serious interest in history, literature, or writing.
The Charles, Arthur, and Wilbur York Scholarship Fund
was established in 1985 by bequest from Dr. Wilbur H.
York in memory of the three York brothers who, along
with their six sons, attended Randolph-Macon. Special
consideration is given to pre-ministerial or pre-medical
students.
The James M. York, M.D. and Elizabeth H. York
Scholarship, established in 2007 by Dr. and Mrs. James
M. York, benefits students who intend to major in biology, chemistry, physics or environmental science.
Loan Funds
The Almond Loan Fund.
The Frank E. Brown Loan Fund
The Noland M. Canter Student Loan Fund was established by Brotherhood Bible Class of Asbury United
Methodist Church and Dr. Noland M. Canter, Jr.
The Annie J. Christian Ministerial Scholarship Loan
Fund.
The General Loan Fund was established in 1994 by consolidating the W. T. Ashe Loan Fund, Batte & Crowder
Loan Fund, Pettyjohn Loan & Aid Fund, Willis
Hargroves Loan Fund, and the John E. White Loan
Fund. The purpose of the fund is to aid qualified students who meet the critiera established by the Office of
Financial Aid.
The General Ministerial Loan Fund was established in
1994 by consolidating the following funds: Anderson
Ministerial Loan Fund, Carroll Burruss Memorial
Ministerial, Samuel Copenhaver Ministerial, C.F.
Ministerial, G. W. Marks Memorial Ministerial, Paulette
Ministerial, and the Winch Ministerial Fund. The purpose of the fund is to provide aid to qualified pre-ministerial students.
The Hunter M. Gibbons Loan Fund was established in
accordance with the will of Hunter M. Gibbons.
The George F. Green Loan Fund.
The E. E. Harrell Loan Fund was established by
Leighton Harrell.
The Clarence Plitt Parent Loan Fund.
The A. G. Pritchett Memorial Loan Fund.
The Randolph-Macon College Parent Loan Fund was
established by the Audrey Cordero and Clarence Manger
Plitt Trust, with additional contributions from other
sources.
The Susan Reynolds Loan Fund was established by the
Susan Reynolds Bible Class of Arlington Forest United
Methodist Church.
Charles W. Thomas Loan Fund was established by Mrs.
Evelyn Thomas.
The George F. Vose Ministerial Loan Fund.
The Moreland Lectures
1987
189
1988
Joseph Yu-Shek Cheng, Hong Kong, Chinese
University of Hong Kong, “Recent
Developments in Chinese Foreign Policy.”
Bishop K.H. Ting, Nanjing, Chairman, ThreeSelf Patriotic Movement.
Directory
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
Yan Si-guang, Beijing, Fulbright Professor at
Harvard & Stanford, “American Studies in
China.”
Dr. William Theodore deBary, Columbia
University, “The Asian Classics and the Core
Curriculum.”
Xiang Xianji, graduate student, Columbia
University, “Student Democracy Movement in
China.”
Takeshi Yamanaka, Professor at Saga
University,
“Understanding
Japanese
Character;” Paul Anderer, Columbia University,
“The Uses of the Past in Modern Japanese
Fiction.”
Tu Wei-Ming, Professor of Chinese history
and philosophy, Harvard University,
“Confucius and Confucianism.”
Professor Thelma Chow, Instructor of
Chinese, Lynchburg College; Dr. John
Goulde, associate professor of Religion,
Sweet Briar College; Dr. M. Thomas Inge,
Blackwell Professor of the Humanities,
Randolph-Macon College, “Reading the Red
Dragon: Reflections on Chinese Life and
Culture.”
Willy Wo-Lap Lam, Associate Editor, South
China Morning Post, “China after Deng
Xiaoping.”
Dr. Karen Land, Director, Center for South
Asian Studies, University of Virginia, “Body
and Non-Soul: Buddhist Reflections on
Morality, Pain, Sexuality, and Personal
Identity.”
Mr. Martin C.M. Lee, Q.C., Barrister and
leader of Democratic Party of Hong Kong,
“Countdown to 1997: The Future of Hong
Kong.”
Mr. Bernard Fong, Writer and Journalist,
Hong Kong, “China and America, War or
Peace.”
Dr. Wang Gungwu, Director of the East Asia
Institute and professor at the National
University of Singapore, “Keeping People In
or Sending People Out: China’s Historical
Dilemma.”
Dr. Henry Rosemont, Jr., Distinguished
Professor of Liberal Arts at St. Mary’s College
of Maryland, “Confucian Reflections on
Freedom, Equality, and Human Rights.”
Dr. Ki Che Angela Leung, director of the Sun
Yat-sen Institute for Social Science and
Philosophy at the Academia Sinica, Taipei,
Taiwan, “Philanthropy in Traditional Society:
Comparing China and Europe.”
2002
2003
2004
2005
2006
2007
2008
2009
190
Mr. Henry Chu, Beijing Bureau Chief for the
Los Angeles Times, “(Un)Covering China:
Reporting from the People’s Republic.”
Dr. Anne Allison, Chair and Associate
Professor,
Department
of
Cultural
Anthropology, Duke University, “Japanese
Monsters in the Era of Millennial Capitalism.”
Dr. Michael E. O’Hanlon, Senior Fellow:
Foreign Policy Studies, The Brookings
Institution, “The Greatest Threat in a
Generation? Dealing With a Nuclear North
Korea.”
Dr. Howard Goldblatt, Research Professor,
Department of East Asian Languages and
Literature, University of Notre Dame,
“Contemporary Chinese Literature.”
Franklin Odo, Director Asian Pacific
American Program, Smithsonian Institution,
“Minimizing Profiling for National Security:
Hawaii’s Japanese Americans During WWII.”
Dr. Mitsuhiro Yoshimoto, Associate Professor
and Director of Graduate Studies in the
Department of East Asian Studies, New York
University, “Why Kurosawa Now?”
Dr. Dorothy Ko, Professor of History,
Barnard College of Columbia University,
“Footbinding and Chinese History.”
Dr. Matthew Strecher, Assistant Professor of
Japanese,
Winona
State
University,
“Confessions of a Haruki Murakami Addict.”
Index
Academic Advising &
Counseling, 10
Academic Calendar, inside back
cover
Academic Integrity Code, 13
Academic Program, 7
Academic Regulations, 13
Academic Support Services, 11
Academic Year, 10
Accounting, 26
Administrative Staff, 172
Admission to the College
Factors, 152
Preparation, 152
Procedures, 152
Advanced Placement, 153, 154
Alumni, 164
American Studies, 26
Art History, 27
Arts Management, 30
Asian Studies, 30
Astronomy, 31
Astrophysics, 31
Athletics, 148
Athletic Facilities, 148
Awards, 178
Bachelor of Arts, 10
Bachelor of Science, 10
Biology, 32
Black Studies, 38
Board of Associates, 163
Board of Trustees, 162
Book Funds, 180
Business, 39
Campus Highlights, 6
Campus Map, 4
Campus Safety, 151
Career Planning, 149
Cars, 151
Chemistry, 41
Chinese, 45
Class Attendance, 14
Classics, 46
Classical Studies, 46
Code of Academic Integrity, 13, 145
Collegiate Requirements, 8, 144
Communication Studies, 49
Computer Science, 50
Contingency Deposit, 156
Counseling, 149
Courses Approved for Collegiate
Requirements, 137
Course Descriptions, 26
Course Load, 14
Courses, Exclusion from, 18
Courses, Repeated, 17
Credit-By-Examination, 153
Credits, Duplication of, 17
Curriculum Goals, 7
Dean’s List, 17
Degree Application, 14
Degree Requirements, 10
Degrees Offered, 10
Dining Hall, 146
Disabilities, Support Services for
Students with, 11
Drama, 53
Duplication of Credit, 17
Early Decision Plan, 153
Early Entrance, 153
Economics, 55
Economics/Business, 55
Education, 58
Eligibility, 15
Endowments, Program, 177
English, 62
Environmental Studies, 67
Ethics, 70
Exclusion from College, 18
Exclusion from Courses, 18
Expenses, 157
Faculty, 166
Awards, 176
Emeriti, 170
Fall Term, 10
Fees, 156
191
Film Studies, 71
Final Examinations, 15
Financial Aid, 156
Application for, 160
Based on Need, 159
Not Based on Need, 158
Notification of, 160
Student Consumer
Information, 160
Fine Arts, 72
First-Year Experience Curriculum
(FYEC), 72
Foreign Literature in English
Translation, 75
Fraternities, 146
French, 76
Gender Resource Center, 147
Geology, 80
German, 81
Grade Review, 16
Grading System, 16
Graduation with Honors, 17
Grants, 176
Greek, 83
Greek Life, 146
History, 84
History of the College, 3
Honorary Fraternities/Societies, 147
Honors Courses, 89
Honors Program, 20
Independent Study, 20
Information Technology, 150
International Baccalaureate
Program, 153
International Education, 22
International Students, 154
International Studies, 91
Internship Program, 21
Intramurals, 148
January Term, 10
Japanese, 94
Journalism, 96
Latin, 96
Index
Learning Disabilities, 11
Library Collections, 180
Limitation Rules, 18
Loan Funds, 189
Macon Academic Progress, 18
Major,
Declaration of, 14
Requirements for, 10
Majors Offered, 25
Mathematics, 97
Medical Services, 149
Minor,
Requirements for, 10
Minors Offered, 25
Mission Statement, 3
Moreland Lectures, 189
Multicultural Affairs, 148
Music, 100
Organizations, 147
Orientation, New Students, 145
Parents’Association, 146, 165
Philosophy, 103
Physical Education, 106
Physics, 106
Political Science, 109
Pre-Professional Programs, 23
Prizes and Awards, 178
Probation, Academic, 17
Probationary Regulations, 18
Psychology, 113
Quality Points, 16
Readmission, 19, 154
Refunds, 156
Registration, 13
Religious Life, 148
Religious Studies, 120
Repeated Courses, 17
Research, Student-Faculty, 21
Residence Halls, 145
Residence Life Program, 145
Safety, 151
Scholarships, 181
Second Degree, Major,
or Minor, 15
Society of Alumni, 164
Awards, 178
Sociology, 124
Sororities, 146
Spanish, 129
Special Student, 14
Sports, 148
Spring Term, 10
Statute of Limitations, 16
Student Classification, 14
Student Government, 146
Student Life & Programs, 147
Students on Leave, 18
Student Regulations, 145
Student Responsibility to be
Informed, 13
Student Services, 149
Studio Art, 134
Summer School Courses, 15
Summer Session, 10
Transcripts, 19
Transfer Credit, 15
Transfer Students, 154
Tuition, 157
Trustees, 162
Emeriti, 163
Honorary, 163
Unit of Credit, 14
Vehicle Registration, 151
Vehicles, 151
Volunteer Services, 148
Women’s Studies, 135
192